SECTION III - Rush University Medical Center

Document Sample
SECTION III - Rush University Medical Center Powered By Docstoc
					                          SECTION III. MEDICAL STUDENTS

Each question in the database is preceded by the relevant LCME accreditation standard. In some cases
two standards are closely related, and the questions are germane for documenting compliance with each
of the two standards. Additional related information is sometimes contained in the responses to questions
that deal with other standards; in those cases, cross-references to the additional information are included
in italics. The cross-references are intended to help self-study groups and the survey team identify all
relevant data for assessing compliance with standards.

For comprehensive instructions regarding database completion, please refer to the document “Background
and Instructions for Completing the LCME Medical Education Database and Institutional Self-Study,”
available on the LCME web site at:

       The school should maintain a master database that contains all of the information used for the
        self-study. When it becomes necessary to update database sections after the self-study report is
        complete but prior to the survey visit, the school should create a separate database containing the
        updated information only.

       Most questions require a narrative answer or completion of a table; in some cases, it will be
        necessary to duplicate a blank table (for example, to summarize each of the school’s clinical
        teaching sites). Use as much space as necessary to answer each question completely, or to
        complete the tables.

       Any supporting documents that are requested in the database (e.g., bylaws, organizational charts,
        policy documents) should be compiled in a separate (red) binder, divided by tabs for each section
        of the database; do not include such appended materials in the individual database sections.

       The header on each page should indicate the most recent academic year for which information is
        available at the time of the self-study, not the academic year in which the database is being
        completed; in most cases, the year for which information is available will be academic year 2003-
        04 for self-studies conducted in 2004-05. When the requested data are for a different time period
        than that indicated in the header, the applicable time period should be included in the response to
        the question.

        If database information is updated after completion of the self-study, the academic year listed in
        the header should be changed accordingly, and marked with the word “Update” in the header
        along with the year shown (e.g., “Update 2004-05”). Note that changing the header will affect all
        pages of a database section; therefore, a fresh (blank) copy of the database section should be used
        for updates.

       If requested information is available from the school’s web site, make sure to print a copy of the
        web site information for the master database maintained by the school. Changes to such
        documents after completion of the self-study should be printed and stamped “Updated” to
        indicate that they have changed, and included in the updated database. In addition, database pages
        that list URLs of modified web pages should indicate that the web site information has been
        altered from the original data available to the self-study groups.
Academic Year 2003-2004

      The database copies sent to the LCME Secretariat should include printed copies of any
       information referred to by website URL. The Secretariat is required to maintain complete print
       records of all database information.

      Most of the Key Quantitative Indicators (Part A of each database section) can be completed using
       information contained in the Longitudinal Statistical Summary Report. This report is prepared
       annually by the AAMC Section for Institutional, Faculty, and Student Studies, and sent directly to
       the dean.


      Although not part of this section of the database, the school’s students should undertake an
       analysis of the educational program, student services, and the learning environment. The analysis
       should follow the guidelines described in the LCME publication “The Role of Students in the
       Accreditation of Medical Education Programs in the U.S. and Canada,” available from the LCME
       web site. A narrative summary of the student analysis (preferably prepared by the students
       themselves), the tabulation of the numerical results of the student survey, and the school’s most
       recent results from the AAMC Graduation Questionnaire should be bound in a blue binder that
       will form part of the overall accreditation database.

LCME Medical Education Database 2004-05            p. 2                              III. Medical Students
Academic Year 2003-2004

                           SECTION III. MEDICAL STUDENTS
                                  Part A: Key Quantitative Indicators

Please provide the following information, using your school’s copy of the Longitudinal Statistical
Summary Report as the data source.

a. Mean MCAT scores for new (not repeating) first-year students

                      1997-98     1998-99     1999-00         2000-01     2001-02     2002-03        2003-04
VR                      9.3          9.5         9.8             9.5         9.5         9.3           9.4
PS                      9.8          9.9        10.2             9.9        10.0        10.2           9.9
BS                      9.9         10.0        10.4            10.1        10.0        10.0           10.0
WS (Mode)                --           --          P               P           P           O             P

b. Mean premedical GPA for new (not repeating) first-year students

           1997-98      1998-99     1999-00       2000-01       2001-02     2002-03      2003-04
               3.40       3.54        3.55          3.51          3.6         3.52            3.56

c. The number of admissions applications considered by the admissions committee, applicants
interviewed, acceptances issued, and students newly matriculated for their first year of study

                      1997-98     1998-99     1999-00         2000-01     2001-02     2002-03        2003-04
Applications           5216        5069        4542            4300        4056        3705           3947
Interviews              495         464         477             482         452         469            464
Acceptances             260         271         294             286         292         256            294
Matriculants            123         126         123             120         120         120            120

d. Percentage of under-represented minority students in the first-year class and in the total student

                      1997-98     1998-99     1999-00         2000-01     2001-02     2002-03        2003-04 *
First-year class       11.4        13.5          8.9            6.7         6.7         6.6             5.8
All students           13.3        13.3         10.4            9.0         8.8         6.6       5.3
                                                                              * using new AAMC definition

e. Percentage of females in the first-year class and in the total medical school enrollment

                      1997-98     1998-99      1999-00        2000-01     2001-02      2002-03        2003-04
First-year class        41.5        50.0         50.4           51.7        66.7         55.8           56.6
All students            43.4        46.0         48.9           48.5        51.8         52.0           52.7

LCME Medical Education Database 2004-05                p. 3                              III. Medical Students
Academic Year 2003-2004

f. Percentage of first-year students and percentage of all students who withdrew or were dismissed from
the medical school

                      1997-98        1998-99             1999-00         2000-01        2001-02      2002-03        2003-04
First-year class           0.0             0.0             0.8             0.0            0.0            0.7           0.8
All students               0.6             0.2             0.4             0.4            0.0            0.2           0.2

g. Percentage of participating students initially matched (i.e., did not enter the “scramble”) to PGY-1
programs in the NRMP

  1997-98          1998-99          1999-00               2000-01           2001-02             2002-03           2003-04
    96.0            91.0              94.0                 95.0                  96.0             93.0              94.1

h. Total tuition and fees for entering in-state and out-of-state students

                   1997-98       1998-99         1999-00     2000-01       2001-02       2002-03     2003-04       2004-05
 In-state           26260         27156           28224          29396      30930         32292          33798      34056
 Out-of-state       26260         27156           28224          29396      30930         32292          33798      34056

i. Average educational indebtedness of all graduates with educational debt, and the percentage of
graduates with indebtedness in excess of $100,000

                                 1997-98     1998-99        1999-00        2000-01       2001-02     2002-03       2003-04
  Average debt                   107660          112310     126223         127676        129737      131456        141963
  % grads with debt in            71.7            66.3           85.6        82.4         84.8           74.4        79.1
  excess of %100,000


LCME Medical Education Database 2004-05                          p. 4                                     III. Medical Students
Academic Year 2003-2004

                           SECTION III. MEDICAL STUDENTS
                                    Part B: Narrative Data and Tables

MS-1. Students preparing to study medicine should acquire a broad education, including the
humanities and social sciences.

        Ordinarily, four years of undergraduate education are necessary to prepare for entrance
        into medical school; however, special programs (e.g., combined baccalaureate-M.D.
        programs) may allow this to be reduced. General education that includes the social
        sciences, history, arts, and languages is increasingly important for the development of
        physician competencies outside of the scientific knowledge domain.

MS-2. Premedical course requirements should be restricted to those deemed essential preparation
for completing the medical school curriculum.

a. List all college courses or subjects required for admission.

    Rush requires all entering students to have successfully completed at least 8 semester hours of
    physics; 8 semester hours of biology, with emphasis in zoology; 8 semester hours of inorganic
    chemistry; and 8 semester hours of organic chemistry. In lieu of 8 semester hours of organic
    chemistry, students may take 4 semester hours of organic chemistry and 4 semester hours of
    biochemistry. Survey courses in the premedical sciences will not fulfill these requirements.

    The committee suggests that comprehensive courses be selected that includes study in the following
         Biology - molecular, cellular, developmental, and population;

         Inorganic chemistry - properties of the elements, states of matter, chemical reaction, and
          aqueous solutions;

         Organic chemistry - stereochemistry, covalent bonding, hydrocarbons, and organic compounds;

         Physics - mechanics, electricity, wave characteristics, nuclear structure, thermodynamics, and

b. Identify any courses, especially those outside of the fields of mathematics, physical sciences, and life
sciences, which are recommended but not required for admission to medical school.

Courses in mathematics, social sciences and English are strongly recommended. The Director of
Admissions, Jan Schmidt, noted that courses in biochemistry and physiology are also strongly
recommended. These are the medical school subjects she views as most difficult for pre-clinical students
with no previous academic coursework in these areas.

LCME Medical Education Database 2004-05               p. 5                               III. Medical Students
Academic Year 2003-2004

MS-3. The faculty of each school must develop criteria and procedures for the selection of students
that are readily available to potential applicants and to their collegiate advisors.

Briefly describe the process of medical student selection, beginning with receipt of the application forms
and proceeding through screening/interview procedures, tender of acceptance offer, and matriculation.
Cite the criteria for selection and indicate how they are published and disseminated.

Upon receipt of the AMCAS application, all applicants are sent an email inviting them to complete the
Rush Supplemental Application and to submit letters of recommendation. The email advises those
applicants who have achieved a science GPA of <2.75 and <8 on each section of the MCAT that they
may wish to pursue alternate options.

Only those applicants who submit all supporting documentation are considered completed files and
proceed to the screening phase of the process. Illinois residents who have a Science GPA above 3.3 (4-
point scale) and 9 or above on each section of the MCAT are automatically granted an interview. Illinois
residents who have a Science GPA <2.75 and <8 on each section of the MCAT are sent letters of
rejection. Candidates who fall between the two sets of criteria listed above are screened by at least two
members of the Committee on Admissions who make a determination whether the candidate should be
invited for interview, possibly invited for interview (Committee on Admissions Hold) or rejected. Should
the two Committee on Admissions members not arrive at consensus, a third committee member will
review the file. Two Committee on Admissions screening votes in any one category will determine
outcome. Candidates in the Committee on Admissions Hold category may be reassessed and invited for
interview should the Committee on Admissions decided that it is necessary to invite additional Illinois
residents for interview.

Out-of-State candidates who have a Science GPA of 3.5 and above and 10 on each section of the MCAT
are automatically invited to interview. Candidates who have a Science GPA <2.75 and <8 on each section
of the MCAT are sent letters of rejection. Most recently, we reviewed the Out-of-State completed
applicant pool using several different criteria. These criterion included those applicants who had
graduate-level coursework in both science and non-science disciplines, applicants who had average GPAs
(range 3.3-3.5) in college but excellent MCAT scores (>9), applicants with excellent grades (>=3.5) but
average MCAT performance (range 8-9), and those candidate who had degrees in other health

Approximately 450-500 candidates are invited to interview at Rush each year. Currently, no regional
interviews are offered. Rush currently gives strong preference to residents of Illinois and typically more
interviews are granted to candidates from Illinois. Applicants who are invited to interview are sent an
email request to schedule a convenient date (interview dates are not pre-assigned). Interviews are
scheduled from September through March and are offered Monday through Friday. Approximately five to
six candidates are scheduled on a single day. The interview day consists of a 30-minute information
session with the Director of Admissions followed by a 30-minute session with a representative from the
Office of Student Financial Aid. Interviews are conducted in one-on-one settings, with each candidate
receiving two faculty interviews. The “Open File” interview is usually conducted by a current or past
member of the Committee on Admissions, by a specially trained faculty member, or by a member of the
Dean's Office staff. It is expected that Open File interviewers will have read the applicant's entire file
prior to the interview. These interviews focus on any areas that might be of concern to the Committee on
Admissions, in addition to assessing the applicant's motivation for medicine, interpersonal skills, maturity
and sense of responsibility, and problem-solving ability. The Closed File Interviewer does not have access
to the applicant's record and is asked to refrain from discussing academic information such as grades and
MCATs. Closed interviewers are also asked to evaluate the candidate's motivation, interpersonal skills,

LCME Medical Education Database 2004-05              p. 6                               III. Medical Students
Academic Year 2003-2004

maturity and sense of responsibility and problem-solving ability. Interviewers are asked to complete the
evaluation form within 24-48 hours of the interview and to submit it to the Admissions Office
electronically. Closed file interviewers can be members of the house staff as well as department chair and
all faculty ranks in between. Applicants are also provided with the opportunity to tour the facility and
have lunch with medical students. At the conclusion of the interview day, applicants are asked to
anonymously complete a questionnaire about the interview process.

The Committee meets on a weekly basis from September through May. The files from interviewed
candidates are presented to the full committee for a decision to admit, wait list or reject. The Committee
has determined that those candidates who receive 70% or more votes to admit will receive an immediate
acceptance letter. Candidates who receive 50% or more votes to reject will be sent letters of rejections.
Those candidates who fall between the two sets of criteria described above will be placed in the waiting
list pool and will be reassessed for ranking on the list when the Committee has completed the initial
review on all interviewed candidates. Candidates who accept the offer of admission are sent
congratulatory letter from the dean and where appropriate letters from the Assistant Dean for Minority
Affairs are also sent. All accepted applicants are sent a roster of current Rush Medical College students
who have agreed to serve as student ambassadors and answer any questions prospective students might
have. Additionally, follow-up is sent from the Director of Admissions offering to answer any questions
this group might have about Rush Medical College.

In accordance with national guidelines, applicants are permitted to hold multiple acceptances until May
15th. After this date, those applicants with multiple acceptances are asked to confirm whether they plan to
attend Rush or matriculate elsewhere. Any applicant who requests an extension of the May 15th date is
approved. In general, Rush begins offering acceptances (on a space available basis) to candidates on the
Wait List in June and continues until the class is full.

Students who decline the acceptance are sent questionnaires designed to help ascertain the reason for the
decline. For the 2004 year, these surveys were conducted on-line so data will be available in a timelier

Rush Medical College students come from a wide variety of educational and social backgrounds. The
Committee on Admissions considers both the academic and non-academic qualifications of applicants in
making its decisions. Each applicant's academic achievement is assessed in light of such factors as the
degree of difficulty of the program, the need to be employed while in school, the applicant's social and
cultural background and other factors that may influence an applicant's academic record. Non-academic
factors include the applicant's maturity, personal integrity, motivation, interests and other achievements.
These criteria for selection are cited in the Rush Medical College Information Brochure, the Rush
University Bulletin and the Medical School Admissions Requirements Handbook published by the
AAMC, and can be found on the Rush Medical College website. The Information Brochure is
disseminated upon request and is provided to all candidates who interview at Rush.

(The above information was provided by Jan Schmidt, Director of Admissions)

As part of the LCME self-study, Dr. Janet Riddle individually interviewed the Director of Admissions,
Jan Schmidt, as well as two of the student members of the Committee on Admissions. The session with
Ms. Schmidt addressed the interview process and how faculty interviewers are trained. Ms. Schmidt
related that she provides one-on-one training to new faculty who have been identified as open-file
interviewers (usually new Committee members who have never conducted an open-file interview) as well
as a handbook specifically written for open-file interviewers. The faculty members who conduct closed-
file interviews are invited to attend group workshops and are provided with a handbook written
specifically for the closed-file interviewer.

LCME Medical Education Database 2004-05              p. 7                                III. Medical Students
Academic Year 2003-2004

The session with the student members of the committee centered on the presentation of candidates’ files
to the Committee on Admissions from screening through final decisions to accept, wait list or reject. The
Committee is oriented at the beginning of the year regarding the admissions process. Much of the hands-
on training actually takes place throughout the application year.

LCME Medical Education Database 2004-05             p. 8                              III. Medical Students
Academic Year 2003-2004

MS-4. The final responsibility for selecting students to be admitted for medical study must reside
with a duly constituted faculty committee.

        Persons or groups external to the medical school may assist in the evaluation of
        applicants but should not have decision-making authority.

MS-7. The selection of individual students must not be influenced by any political or financial

a. Briefly describe the size and composition of the admissions committee, how members are chosen, and
how long they serve. Who makes the final decision about admissions? Describe the circumstances
surrounding any committee decisions or recommendations that have been overruled or rejected since the
last full accreditation survey.

The Committee on Admissions is comprised of 18 faculty members and 4 students representing each of
the classes of Rush Medical College. This committee is one of several standing committees under the
oversight of the Committee on Committees of Rush Medical College. In the fall, the faculty members are
polled regarding their interest in serving on the standing committees of Rush Medical College. Based on
this interest, the Committee on Committees determines the slate of potential members who are then
approved at the semi-annual Faculty Meeting each spring. The Committee on Committee takes into
account gender, basic science/clinical science department affiliation, and faculty rank when determining
the slate to insure that the faculty is appropriately represented. In general, a committee member will serve
for a three-year term, although it is possible for an individual member to serve for four years. Faculty
members who have a first-degree relative applying to the medical college are not currently permitted to
serve on the Committee during the year of application. Student elections to select the student
representatives for the rising M2 and M3 classes are held in the spring. The rising M2 students serve for
one year. The rising M3s serve for two years. The election for the M1 representative is held in the fall and
that term of office is generally 7 months. The Director of Admissions and other members of the Office of
Medical Student Programs serve as ex-officio (non-voting) members of the COA.

b. If there are combined professional degree programs (e.g., M.D.-Ph.D., M.D.-M.P.H., etc.), describe the
role of the medical school admissions committee in admissions decisions and interviewing of candidates
for those programs.

Rush offers students the opportunity to pursue concurrently MD and Ph.D. degrees. Upon receipt of the
AMCAS application, the names of those students who have indicated an interest in the MD/PhD program
are provided to the Graduate College. Currently, the admissions process for the medical college and the
Graduate College are independent of each other and acceptance into one program does not guarantee
acceptance into the other program. The names of students who have been accepted to the MD program
who also have expressed interest in the Ph.D. program are also provided to the Graduate College.
A very small number of students also opt to complete Master’s degrees in two of our graduate divisions
(Pharmacology and Anatomy and Cell Biology). Student can also seek a master of science degree in
Health Systems Management (offered by Rush University’s College of Health Sciences). Thesis research
is ordinarily completed in an additional year between the student’s second and third years. Medical
students generally decide to pursue a master’s degree during their first two years of medical school. The
RMC Admissions committee has no involvement in selection of students for these master’s degrees.
Students request a leave of absence from the Medical College for the period of time they are engaged in
graduate studies.
(Information provided by Jan Schmidt, Director of Admissions)

LCME Medical Education Database 2004-05                p. 9                             III. Medical Students
Academic Year 2003-2004

MS-5. Each medical school must have a pool of applicants sufficiently large and possessing national
level qualifications to fill its entering class.

       The size of the entering class and of the medical student body as a whole should be
       determined not only by the number of qualified applicants, but also the adequacy of
       critical resources:

       - Finances.
       - Size of the faculty and the variety of academic fields they represent.
       - Library and information systems resources.
       - Number and size of classrooms, student laboratories, and clinical training sites.
       - Patient numbers and variety.
       - Student services.
       - Instructional equipment.
       - Space for the faculty.

       Class size considerations should also include:

       - The need to share resources to educate graduate students or other students within the
       - The size and variety of programs of graduate medical education.
       - Responsibilities for continuing education, patient care, and research.

           a. Number of students enrolled in each academic year of the medical curriculum.

      Acad. year     First Year     Second Year       Third Year      Fourth Year            Total
      2002-03          134             126              127             107                  494
      2003-04          127             130              129             116                  502

           b. If appropriate, provide similar tables of enrollment by year for the following
           categories: (1) medical students in a decelerated curriculum,

      Acad. year     First Year     Second Year       Third Year      Fourth Year            Total
      2002-03            0              6                 0              2                    8
      2003-04            7              3                10              5                   25

            (2) students in a combined baccalaureate-M.D. program,
                Not offered at Rush Medical College

           (3) students in M.D.-Ph.D. joint degree program

      Acad. year     First Year     Second Year       Third Year      Fourth Year            Total
      2002-03            0              2                2               0                    4
      2003-04            0              1                3               1                    5

LCME Medical Education Database 2004-05            p. 10                               III. Medical Students
Academic Year 2003-2004

c. If students in combined baccalaureate-M.D. programs or joint degree programs are not drawn
from the same pool as regular medical students, briefly describe the size and characteristics of the
applicant pools for each such program.

Currently Rush has cooperative programs with two undergraduate colleges - Knox College in Galesburg,
Illinois and the Illinois Institute for Technology in Chicago, Illinois. The program with Knox considers
students at the end of the freshman year of college for matriculation following the completion of a
baccalaureate degree at Knox. The number of applicants per year has varied from 5 to 12, however, no
more than five students can be admitted to the program. Successful candidates must maintain a minimum
science GPA of 3.0 as well as an overall GPA of 3.0 to continue in the program. Students must take the
MCAT prior to admission, however, no minimum score is required.

The Rush/IIT Program admits students at the conclusion of the sophomore year for matriculation at Rush
following the completion of the baccalaureate degree at IIT. No more than five applicants per year may be
accepted to the program and the number of candidates varies from 3 - 7. Successful applicants must
maintain a 3.0 science GPA and 3.00 overall GPA and accepted applicants must also complete a research
project under the guidance of a faculty member at either Rush or IIT. Dr. Janis Orlowski monitored
students' participation in the research component until her departure from Rush in Spring 2004. Dr. Josh
Jacobs has taken over this role in his capacity as Associate Dean for Research Affairs. Students must take
the MCAT prior to admission. However, no minimum score is required.

The Committee on Admissions has requested a review of the above programs focusing on measures of
those students who matriculated. This information will be provided in the update.

Applicants are only in one pool of candidates for admission to medical school and M.D.-Ph.D. programs.

(Information provided by Jan Schmidt, Director of Admissions)

See also Part A, item (c.) in this section of the database.

LCME Medical Education Database 2004-05               p. 11                              III. Medical Students
Academic Year 2003-2004

MS-6. Medical schools must select students who possess the intelligence, integrity, and personal and
emotional characteristics necessary for them to become effective physicians.

Briefly describe the methods used to document and evaluate non-academic personal or professional
attributes of medical school applicants. If a standard form is used for interviewing candidates, supply a
copy of the form and describe how it is used.

Upon receipt of the AMCAS application, candidates are requested to complete the Rush Supplemental
Application and submit letters of recommendation. Currently, the Supplemental is a 12-question
application that is designed to provide the Committee with information on the applicant's personal
characteristics. Listed below are some of the questions, which help the committee learn more about an
applicant's attributes:

    State one major problem you encountered during the past three to five years and explain how you
     resolved it.
    Briefly describe the personal characteristics that make you effective in working with people and
     outline your skills, interest, aptitude and temperament in relation to your suitability for a career in
    What do you feel are your greatest academic and non-academic strengths? Explain.
    What do you feel are your greatest academic and non-academic weaknesses? Explain
    What other career possibilities did you consider and why did you reject them?
    Briefly describe your experiences in working with people, the general responsibilities of each, and
     how long you held the positions. If you have had limited experience working with people in the
     health field, be sure to list any life experience, both paid or voluntary, including high school, college
     or community service.
    If you have had any experiences working with individuals of diverse backgrounds, please describe
     and explain what you have learned from these experiences.
    Do you have any plans to practice in an underserved community? If yes, please explain.

The candidates invited for interview meet individually with two faculty members; these interviews are
conducted in one-on-one settings. The open-file interviewer is usually a current or past member of the
Committee on Admissions or a member of the Dean's Office. The open-file interviewer has access to the
applicant's complete file including AMCAS application, Rush Supplemental Application and Letters of
Recommendation. This interviewer's responsibilities include assessing the candidate's academic
capabilities as well as personal characteristics. A written evaluation of the candidate is required at the
conclusion of the interview. The closed-file (or no-file) interviewer is not provided with any information
about the candidate and the primary purpose of this interview is to gather information about the
candidate's non-cognitive characteristics. A written assessment is also required. Both of the forms used
for these two interviews appear at the end of this section.

Open and closed file interviewers fill out an interview evaluation form, which rates the candidates in four
areas and also asks for an overall recommendation with regard to the applicant's suitability for a career in
medicine. The four characteristics evaluated include problem solving, interpersonal skills, motivation for
medicine and maturity and sense of responsibility. Candidates are rated on a 1-5 Likert-type scale (1 =
unacceptable and 5 = superior). Listed below are definitions of the four characteristics appearing in the
Committee on Admissions Handbook which is provided to all interviewers:

    Problem Solving - the ability to gather and analyze information in order to arrive rationally and
    logically at the solution to a question or problem. Related to this characteristic is the applicant's ability

LCME Medical Education Database 2004-05                p. 12                                 III. Medical Students
Academic Year 2003-2004

   to deal with open ended, ambiguous or abstract questions and the learning style the applicant has
   adapted, whether it is structured or non-structured.

   Interpersonal Skills - the applicant should demonstrate an ability to relate to people from varied
   backgrounds and with varied personal characteristics with honesty and in a manner which is sensitive
   to their needs and feelings.

   Motivation for Medicine - the applicant should be able to demonstrate that medicine is an appropriate
   career choice. This would include an understanding of their own needs, capabilities and sources of
   satisfaction as well as a realistic understanding of the demands and rewards of the medical profession.
   Has the applicant had specific experiences in the field of medicine and are they familiar with
   significant social and ethical issues facing the medical profession.

   Maturity and Sense of Responsibility - Has the applicant the self-confidence and self-understanding
   which allows them to handle stressful situations, to take on a task and follow through to a logical
   conclusion and to demonstrate leadership qualities.

Interviewers are also asked to rate the candidate's overall suitability for a career in medicine using a 1-5
Likert-type scale (1 = unacceptable candidate and 5 = outstanding candidate). Interviewers are asked to
provide an overall written assessment of the applicant's strengths and weakness in support of their overall

The files for candidates who have completed the interview process are presented to the full Committee for
a final decision. Members are provided with hard copies of the interviewer summaries and ratings as well
as the AMCAS Summary Report. In general, the member who conducted the open file interview verbally
presents files to the Committee. If the faculty member who did the open file interview is not a member of
the Committee, the file is assigned to a Committee member for review and presentation to the Committee.
In addition to discussing the applicant's academic record, careful attention is also given to each
candidate's personal attributes.

(Information provided by Jan Schmidt, Director of Admissions.)

We use two interview evaluation forms – one for open-file interviews and one for closed-file interviews.
These two forms are in the Appendix. The only difference is in the instructions to the interviewers.

See also Part A, items (a.) and (b.) in this section of the database.

LCME Medical Education Database 2004-05               p. 13                              III. Medical Students
Academic Year 2003-2004

 MS-8. Each medical school should have policies and practices ensuring the gender, racial, cultural,
and economic diversity of its students.

       The standard requires that each school’s body exhibit diversity in the dimensions noted. The
       extent of diversity needed will depend on the school’s missions, goals, and educational objectives,
       expectations of the community in which it operates, and its implied or explicit social contract at
       the local, state, and national levels.

a. Complete the following table showing the racial and ethnic background for first-year and for all
enrolled medical students (2003-2004 academic year).

                         Category                     First-year Students        All Students
              Black                                             5                      20
              Native American (incl AK, HI)                     1                       4
              Mexican American*                                 3                       4
              Mainland Puerto Rican                             0                       2
              White                                            62                     275
              Asian/Other Pacific Islander                     46                     166
              Other Hispanic**                                  3                       6
              Other Race                                        5                       5
              Unknown Race                                      1                       0
              Foreign                                           0                       0
              Total                                           126                     483
                          *This and other Hispanic ethnic categories may be of any race
                          **Includes Commonwealth Puerto Rican, Cuban, other Hispanics,
                           and combinations of these categories

b. Include copies of any policies, mission statements, or institutional goals that specifically address the
gender, racial, cultural, or economic diversity of the student body.

From the Rush University Bulletin 2004-2005:

Diversity, Equal Opportunity, Affirmative Action
"In keeping with its goal of promoting diversity through its equal opportunity and affirmative action
programs, Rush University is committed to attracting students who will enable the student body to
achieve the educational benefits of diversity, and to providing services to all students, faculty, and other
employees on a nondiscriminatory, equitable basis."

Beverly B. Huckman, Associate Vice President for Equal Opportunity in the Office of the President,
oversees the implementation of this policy. Among the responsibilities of this office are:
     Recommending and implementing policies and programs related to diversity, cultural and gender
        sensitivity, equal opportunity, affirmative action, prevention of discrimination and harassment,
        and the Americans with Disabilities Act.
     Encouraging the recruitment of persons from all groups for administrative, faculty, and student
     Mediating faculty, resident, and student complaints related to discrimination or harassment (See
        “Harassment” within the “Policies and Procedures” section of this handbook)

LCME Medical Education Database 2004-05               p. 14                               III. Medical Students
Academic Year 2003-2004

       Additional resources may be found in the offices of the Rush Medical College Assistant Dean,
        Minority Affairs; the Rush College of Nursing Director of Multicultural Affairs; and Human
Diversity Statement <>


For over three decades, the Rush approach to equal opportunity and diversity has not wavered. It is that
equal opportunity and diversity in employment, education, and the delivery of health care are essential
and must be furthered. This is a continuation of a policy that emanated from the Hospital Charters of 1865
and 1883 and the documents governing the establishment of Rush University in 1972.

Discrimination or harassment against any member of the Rush University Medical Center community
(i.e., employee, faculty, house staff, student, or patient) because of race, color, gender, sexual orientation,
religion, national origin, ancestry, age, marital or parental status, or disability is prohibited and will not be
tolerated, nor will any person for those reasons be excluded from participation in or denied the benefits of
any program or activity within Rush University Medical Center or Rush University.

In certain instances, the implementation of these policies requires the use of affirmative action initiatives.
At Rush these are focused on strong recruitment and programming efforts, not on the use of quotas --- and
these recruitment and programming efforts will be continued, consistent with federal, state, and municipal

Larry J. Goodman, M.D.
March 1, 2003

c. Describe any programs designed to facilitate the achievement of student diversity goals (e.g., pipeline
programs, targeted recruiting efforts), and any specific admissions practices supporting achievement of
the school’s diversity goals.

Rush Medical College seeks to attract candidates who can help make the student body more
representative of our national population and more realistically informed about social problems affecting
the delivery of health care in this country. Rush welcomes applications without regard to race, color,
religion, sexual orientation, national origin, ancestry, age, marital or parental status, or disability.

Rush Medical College has a long-standing heritage that dates back to 1837. Since its beginning, Rush has
promoted equal opportunities in the health care professions. Rush remains committed to attracting men
and women to its faculty and student body who will help make the population of health care professionals
reflect the national population. The position of Assistant Dean, Minority Affairs was established to assist
in recruitment efforts and to develop and implement appropriate support programs. The main emphases at
Rush regarding minority students have been on recruitment and more heavily on retention. The Assistant
Dean, Minority Affairs counsels, mentors and provides academic advice to RMC students and to
prospective students who are interested in pursuing a career in medicine. She has also been involved with
some recruiting efforts at selected recruiting fairs and schools as have other members of the Office of
Medical Student Programs including the Director of Admissions, the Assistant Dean of Student Services
and the Associate Dean, Medical Student Programs. The Summer Medical Education Program (see
below), represents the primary efforts of Rush Medical College in terms of encouraging qualified
disadvantaged applicants to apply to Rush.

For more than a decade now, Rush Medical College has participated in the Robert Wood Johnson
Foundation Summer Medical Education Program (SMEP) which has helped committed students prepare

LCME Medical Education Database 2004-05                p. 15                                III. Medical Students
Academic Year 2003-2004

for medical school (the Chicago Summer Science Enrichment Program) and the medical school
application process. RMC is part of a consortium of two other Chicago medical schools that join with ten
other medical school sites that participate each summer in offering this program to undergraduate and
post-bachelor’s students from all over the nation, including Puerto Rico. SMEP is committed to helping
create a well-trained, diverse physician and health-professions workforce. It is intended for students who
are strong advocates for diversity and/or come from groups that are underrepresented in medicine. For
instance, applicants may come from economically disadvantaged backgrounds, racial and ethnic groups
that historically have been underrepresented in medicine, or parts of the country (such as rural areas)
where residents historically have been underrepresented in medicine. All students with a commitment to
diversity in the workforce -- in the widest and most inclusive sense of the word -- are welcome in SMEP.
This is a free (full tuition, housing, and meals) six-week summer medical school preparatory program
offering eligible students intensive and personalized medical school preparation. Students may attend
only once. SMEP prepares students for the competitive medical school admission process. Nationally, of
all the SMEP graduates who have applied to medical school, 63% have been accepted. Many past
students in the Chicago summer program have matriculated at Rush Medical College. The Assistant
Dean, Minority Affairs is the Program Director for Rush Medical College and is assisted by the Director
of Admissions and the Associate Dean for Medical Student Programs.

The RMC Committee on Admissions is currently drafting a new diversity policy which will detail how
the admissions process will consider applicants in light of the Supreme Court Grutter v. Bollinger et al.
decision. After this policy is reviewed and approved by Faculty Council (the senior governing body of
Rush Medical College) this fall, it will be included in the update materials.

See also Part A, items (d.) and (e.) in this section of the database.

LCME Medical Education Database 2004-05               p. 16                             III. Medical Students
Academic Year 2003-2004

MS-9. Each school must develop and publish technical standards for admission of handicapped
applicants, in accordance with legal requirements.

Provide a copy of any technical standards that have been developed for the admission of handicapped

Rush University is developing a University-wide disability task force. We expect the technical standards
to benefit from a full university review.

Technical Guidelines for Admission and Promotion

Observation. Students should be able to observe demonstrations and experiments in the basic sciences,
including but not limited to physiologic and pharmacologic demonstrations in animals, microbiologic
cultures, and microscopic studies of micro-organisms and tissues in normal and pathologic states.
Students should be able to observe a patient accurately at a distance and close at hand. Observation
necessitates the functional use of vision, auditory, and somatic sensation. It is enhanced by the functional
use of the sense of smell.

Communication. Students should be able to speak, to hear, and to observe patients in order to elicit
information, describe changes in mood, activity, and posture, and perceive nonverbal communications.
Students should be able to communicate effectively and sensitively with patients. Communication
includes not only speech but also reading and writing. Students should be able to communicate effectively
and efficiently in oral and written form with all members of the health care team.

Motor. Students should have sufficient motor function to elicit information from patients by palpation,
auscultation, percussion, and other diagnostic maneuvers. Students should be able to perform basic
laboratory tests, carry out diagnostic and therapeutic procedures, and read graphic images. Examples of
skills which may be required include the ability to perform phlebotomy, to start intravenous lines, to
visualize microscopic preparations, to insert NG and Foley catheters, to obtain body fluids through a
variety of diagnostic maneuvers, and to read x-rays and EKGs. Students should be able to execute motor
movements reasonably required to provide general care to patients, and to either provide, or direct the
provision of emergency treatment of patients. Examples of emergency treatment reasonably required of
physicians are cardiopulmonary resuscitation, the administration of intravenous fluids or medication, the
application of pressure to stop bleeding, and the opening of obstructed airways. Such actions require
coordination of both gross and fine muscular movements, and functional use of the senses of touch and

Intellectual, Conceptual, Integrative, and Quantitative Abilities. These abilities include measurement,
calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of physicians,
requires all of these intellectual abilities. In addition, students should be able to comprehend three-
dimensional relationships and to understand the spatial relationships of structures.

Behavioral and Social Attributes. Students should possess the emotional health required for full
utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all
responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive,
and effective relationships with patients. Students should be able to tolerate physically taxing workloads
and to function effectively under stress. They should be able to adapt to changing environments, to
display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of
many patients. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are
all personal qualities that are assessed during the admissions and education processes. Requests for

LCME Medical Education Database 2004-05              p. 17                               III. Medical Students
Academic Year 2003-2004

accommodation by individuals with a disability as defined by the Rehabilitation Act of 1973 or the
Americans with Disability Act will be considered on the basis of their abilities and the extent to which
reasonable accommodation, if required, can be provided.

LCME Medical Education Database 2004-05             p. 18                               III. Medical Students
Academic Year 2003-2004

MS-10. The institution’s catalog or equivalent informational materials must describe the
requirements for the M.D. and all associated joint degree programs, provide the most recent
academic calendar for each curricular option, and describe all required courses and clerkships
offered by the school.

        A medical school’s publications, advertising, and student recruitment should present a
        balanced and accurate representation of the mission and objectives of the program.

MS-11. The catalog or informational materials must also enumerate the school’s criteria for
selecting students, and describe the admissions process.

Provide a copy of the current medical school bulletin or catalog. If there is no longer a print version of the
catalog, indicate the web site URL for the corresponding material, and include a printed copy of the
relevant web pages.

The Rush University Bulletin 2003-2004 is included with these materials.

It is also available online at DOES NOT WORK

LCME Medical Education Database 2004-05              p. 19                                III. Medical Students
Academic Year 2003-2004

MS-12. Institutional resources to accommodate the requirements of any visiting and transfer
students must not significantly diminish the resources available to existing enrolled students.

Complete the following table for each of the past three academic years:

Number of:                                                  Past Year          One Year Prior    Two Years Prior
                                                            (2003-04)            (2002-03)         (2001-02)
Students transferring into second year                          0                    0                 0
Students transferring into third year                           0                    0                 0
Students transferring into fourth year                          0                    0                 0
Visiting students taking clerkships required                    0                    0                 0
for your medical students
Visiting students taking elective courses                       161                   122                75

These are the procedures we use for visiting students:

Visiting students are asked to complete an enclosed application form and return it to the Office of Clinical
Curriculum along with a $75.00 placement fee. If we are not able to accommodate a request for an
elective, the fee is refunded. The application must be approved by the visiting student’s school and
submitted to Rush at least eight weeks prior to the date that the student is requesting to begin the rotation.
This application verifies that the student has personal health insurance, current malpractice/liability
insurance, and asks for proof of current immunization for rubella, rubeola, Hepatitis B and skin testing for
TB, as well as documentation that the student is in good standing at his/her medical school.

Rotations starting in July are not offered to visiting students. Once our current third and fourth year
students have been assigned to requested clerkships (including electives) at Rush (with an opportunity to
change/rearrange their schedules), we begin processing requests of visiting students. They are notified via
email whether their applications for elective rotations have been approved. A visiting student who fails to
cancel a scheduled elective should he or she be unable to take it may become ineligible to enroll in other
Rush electives. Students are only approved for an elective when space in that elective is not needed by a
Rush medical student. Visiting students are not allowed to take required clerkships (including surgical
selectives and subinternships).

Visiting students are responsible for securing a performance evaluation in Rush clerkships and for
insuring that the evaluation is submitted to their school. We request that the evaluation form is submitted
directly to the Rush course director at the beginning of the visiting student’s rotation. If their schools do
not provide them with evaluation forms, Rush forms may be used.

Following is a list of courses offered to visiting students: (* indicates 2 week electives)
       Med 605/Geriatric Med.
       Med 608/Women’s Health
       Med. 612/MICU
       Med. 615/Emegency Medicine
       Med. 621/Endocrinology and Metabolism
       Med. 626/Nephrology
       Med. 632/Digestive Diseases
       Med. 636/Hematology
       Med. 646/Infectious Diseases
       Med. 651/Rheumatology
       Med. 661/Medical Oncology
       Med. 677/Allergy/Immunology

LCME Medical Education Database 2004-05                    p. 20                                III. Medical Students
Academic Year 2003-2004

       Neu. 602/Advanced Neurology (Neurology prereq.)
       OBG 621/Advanced OB
       OBG 631/Maternal-Fetal Med./High Risk OB
       OBG 661/Gynecologic Oncology
       OBB 667/Reproductive Endocrinology and Infertility
        Ped 603/Special Care Nursery (Newborn Med.)
        Ped 604/Adolescent and Young Adult Med.
        Ped 609/Combined Med./Peds.
        Ped 611/Cardiology
        Ped 615/Chronic Diseases in Children
        Ped 616/Ambulatory Care
        Ped 621/Endocrinology
        Ped 622/Emergency Med.
        Ped 624/ICU
        Ped 626/Nephrology
        Ped 631/Radiology
        Ped 632/GI/Nutrition
        Ped 641/Allergy/Clinical Immunology
        Ped 642/Hematology/Oncology
        Ped 646/Infectious Diseases
        Ped 651/Neurology
        Ped 661/Child Abuse and Neglect
        Ped 672/Respiratory Med.
       Psy 602/Internal Med./Psychiatry & Consultation/Liaison Psychiatry (Dept. approval required)
       Psy 603/Child Psychiatry
       Psy 604/Adult Psychiatry
       Psy 605/Geriatric Psychiatry
       Psy 683/Clinical Research in Psychiatry
       Sur 604/Advanced Surgery
       Sur 605/Anesthesiology
       Sur 606/Transplantation
       Sur 608/Trauma
       Sur 611/Cardiovascular Surgery
       Sur 612/SICU
       Sur 616/Plastic and Reconstructive
       Sur 621/Pediatric Cardiac Surgery
       Sur 626/Urology
       Sur 631/Pain Management
       Sur 641/Orthopedic Sports Med. (Dept. approval required. Contact Ms. Beverly Kendall Morgan at 312-942-5850))
       Sur 651/Orthopedic Surgery (Dept. approval required)
       Sur 653/Head and Neck Surgery
       Sur 656/Neurosurgery
       Sur 657/Principles of Ophthalmic Examination
       Sur 659/Otolaryngology
       Sur 661/Surgical Oncology
       Sur 665/Colon and Rectal Surgery
       Sur 671/Thoracic Surgery
       Sur 680/Interdisciplinary Studies
        ANA 601/Surgical Anatomy
        ANA 603/Advanced Histology/Cell Biology
        MIC 610/Clinical Microbiology*
        DRM 616/Dermatology (Dept. approval required. Contact Ms. Karen Dunbar at 312-942-6096)
        PTH 601/Pathology
        PMR 601/Physical Med. & Rehabilitation*
        PVM 611/Interdisciplinary Training (at an Elementary School-Based Health Center
        PVM 621-Infectious Diseases and Public Health
        RAD 601/Diagnostic Radiology
        RAD 606/Nuclcear Medicine*
        RAD 621/Radiation Oncology*
        HHV 601/Medical Ethics

LCME Medical Education Database 2004-05                           p. 21                                      III. Medical Students
Academic Year 2003-2004

MS-13. Transfer students must demonstrate achievements in premedical education and medical
school comparable to those of students in the class that they join.

MS-14. Prior coursework taken by students who are accepted for transfer or admission to advanced
standing must be compatible with the program to be entered.

a. Describe the process of selecting students for admission to advanced standing or transfer.

Only those students who are currently enrolled and in good academic standing at an LCME accredited
medical school are considered eligible to apply for transfer to Rush Medical College.


Each spring, the Office of Medical Student Programs at Rush Medical College reviews the number of
rising M3 students and determines whether any positions will be available for transfer students. If there
are openings, interested applicants must submit a Dean's Letter of Recommendation from their current
medical school, a copy of their original AMCAS application, official transcripts from all colleges and
universities attended, including medical school. Students must also sit for USMLE Step 1 and provide
proof of passing scores. When all documentation has been received, the file is reviewed by the Director of
Admissions and the Associate Dean for Medical Student Programs and a decision will be made regarding
acceptance to the third year curriculum.

Transfer into the M2 year is rarely permitted due to the differences in curricula between schools.

In the past five years, Rush has not accepted any students for transfer, despite requests from five to ten
qualified candidates per year.

b. If any transfer or advanced standing students were admitted for the current academic year, complete the
following table:

No transfer or advanced standing students were admitted for the current (2003-2004) academic year.

                Mean           Mean          Mean           Mean        Modal       Mean Total    Mean Total
                Under-        MCAT          MCAT           MCAT         MCAT          Score,        Score,
               graduate      Biological     Physical       Verbal       Writing      USMLE         USMLE
                 GPA          Science       Science       Reasoning     Sample        Step 1        Step 2
                               Score         Score          Score
Year 2
Year 3
Year 4

LCME Medical Education Database 2004-05                p. 22                             III. Medical Students
Academic Year 2003-2004

MS-15. Transfer students should not be accepted into the final year of the program except under
rare circumstances.

If the school has admitted one or more transfer students to the final year of the program during any of the
past three academic years, describe the circumstances.

We do not admit transfer students to the final year of our program.

LCME Medical Education Database 2004-05             p. 23                               III. Medical Students
Academic Year 2003-2004

MS-16. The school should verify the credentials of visiting students, formally register and maintain
a complete roster of such students, approve their assignments, and provide evaluations to their
parent schools.

        Registration of visiting students allows the school accepting them to establish protocols
        or requirements for health records, immunizations, exposure to infectious agents or
        environmental hazards, insurance, and liability protection comparable to those of their
        own enrolled students.

MS-17. Students visiting from other schools for clinical clerkships and electives must possess
qualifications equivalent to students they will join in these experiences.

a. How do you verify credentials and grant approval for students from other schools to take clerkships or
electives at your institution?

Only those students who are currently enrolled and in good academic standing at other LCME or DO
accredited medical schools are eligible to participate in electives at Rush Medical College. Visiting
students complete an RMC elective clerkship application which must be approved and bear the school
seal of the student's home institution. Students are asked to provide proof of immunization which is
verified by either the assistant dean for student services or the director of clinical education. Staff in the
Office of Medical Student Programs review the other materials to insure that criteria for the individual
rotations are met and to assign visiting students to Rush clerkships using the Oasis Scheduling System.
Once students are officially registered for the rotation, they are sent a confirmation and instructions on the
Rush HIPAA policy. Students must complete Rush HIPAA training prior to beginning the rotation.

b. Who is responsible for maintaining an accurate, current roster of visiting students? Describe the
information included in the roster, and how it is used.

Personnel in the Office of Medical Student Programs are responsible to entering visiting student data into
the RMC Database and for assigning visiting students to clerkships based on availability. Course rosters
that are distributed to clerkship course directors and coordinators include only the students’ names, site
designation and year of enrollment within the curriculum (i.e. M3, M4 or M9 which is the designation for
visiting students). On the first day of the rotation, students much check in with the Office of Medical
Student Programs to insure compliance with RMC HIPAA regulations. If students are not compliant they
must complete this step in the McCormick Educational Technology Center before they are granted their
Visiting Student ID. Students are then provided with a routing slip which must be signed by the course
director and then taken to the Registrar's Office where a temporary visiting student ID is issued. The
routing slip is then returned to the Office of Medical Student Programs where it placed in the student's

LCME Medical Education Database 2004-05              p. 24                                III. Medical Students
Academic Year 2003-2004

MS-18. The system of academic advising for students must integrate the efforts of faculty members,
course directors, and student affairs officers with the school’s counseling and tutorial services.

a. Describe your academic advisory system for medical students. Describe any programs designed to
assist potentially high-risk entering students in adapting to the demands of medical school.

The Rush Medical College Academic Advisor Program is an integral part of the support services offered
through the Office of Medical Student Programs. The Assistant Dean, Student Services coordinates the
program. In this program, fifteen first-year medical students are assigned to eight faculty advisors for the
duration of their studies in medical school. These advisors are required to meet with their group of
students once a quarter and to meet individually with each student at least once a year. Advisors serve as
advocates for their students providing counsel and direction with course issues, personal issues, assist in
connecting students to potential mentors, facilitating research service and clinical opportunities
throughout their tenure in medical school. Advisors who receive grade reports after the completion of
each term monitor student academic performance. In this way advisors can monitor student progression,
reinforce good performance and counsel the student to seek remedial/counseling services when
progression is not satisfactory. In doing so advisors may help to advert larger academic issues that may
eventually be referred to the Committee on Student Evaluation and Promotion (COSEP). If a student
appears before disciplinary committees of the medical school, the advisor accompanies the student to
assure that the student’s interests are protected and that process has been followed in any hearing or
deliberation such as recommendations for dismissal. The Advisor program is coordinated by the Assistant
Dean, Student Services. He is currently reviewing the program to enhance the process of selecting

Rush does not have any special programs to assist high-risk entering students. The Committee on
Admissions does not identify potentially high risk students. All RMC students are able to obtain peer
tutoring or may seek academic skills counseling through an outside contracted specialist; Loren Deutsch,
M.S.W. The students’ advisors also serve as a safety net and are often able to identify potential problems
and/or issues that can be addressed early on. The teaching faculty in the M1 courses extend themselves to
students who appear to have difficulty with any of the courses.

b. Complete the following table for the most recently concluded academic year:

                                                                  Class Year
Number of Students Who:                                                                             Total
                                                   First     Second      Third        Fourth
Withdrew or were dismissed                           1          0          0            0              1
Transferred to another medical school                1          0          3            0              4
Repeated the entire academic year                    0          0          0            0              0
Repeated one or more required courses                3          0          0            1              4
Moved to a decelerated curriculum                    3          2          7            4             19
Took a leave of absence due to academic              1          2          7            1             11
Took a leave of absence for academic                 0           1           1            1           3
enrichment (including research or joint
degree programs)
Took a leave of absence for personal reasons         3           1           3            3           10

LCME Medical Education Database 2004-05             p. 25                               III. Medical Students
Academic Year 2003-2004

c. What percentage of students who experience academic difficulty (repetition of all or part of the year,
move to a decelerated curriculum, leave of absence due to academic problems) typically continue to do so
after remediative action has been taken? Summarize the most common reasons for academic difficulty.

A review of three separate years using the above definition of academic difficulty
Entering class Total class size # students with academic difficulty     Percentage of class
     1998              120                         3                            2.5%
     1999              119                         8                            6.0%
     2000              120                         8                            6.0%
  Combined             359                        19                            5.3%

The most common reasons for academic difficulty are course failure(s) in the preclinical years, clerkship
failure(s) on the NBME Subject Exams (locally called “miniboards”) associated with specific clerkships,
and failure of Step 1 of the USMLE Exam.

Poor academic performance may result from poor study habits, test anxiety, personal problems including
medical and/ or mental heath issues, or family issues which interfere with a student’s ability to focus on
the demands of medical school.

d. Estimate the percentage of an entering class that typically graduates in four years, and the overall
graduation rate for that class.

                                    Four-year Rate        Overall Rate
                                         82%                 97%

See also Part A, item (f.) in this section of the database.

LCME Medical Education Database 2004-05               p. 26                               III. Medical Students
Academic Year 2003-2004

MS-19. There must be a system to assist students in career choice and application to residency
programs, and to guide students in choosing elective courses.

a. Describe your system for career and residency counseling, including intramural and extramural elective
choices. Note the roles or titles (e.g., student affairs dean, departmental faculty advisor) of anyone
responsible for formal approval of elective courses.

The career and residency counseling services at Rush have a formal and informal component. Students
work with their Academic Advisors to outline an appropriate clerkship schedule, make elective choices
and apply for away electives. These are formally approved by the Director, Clinical Curriculum. Each
student meets with the Assistant Dean, Student Services early in the fourth year to make sure that a career
path is selected. Class meetings are held to help students understand strategies for clerkship sequence and
placement, elective selection and away elective applications. Students also meet individually with the
Assistant Dean, Student Services, the Director, Clinical Curriculum, and the OMSP Director of Special
Programs as necessary for advice on development of their vita and the residency selection process.

Students are introduced to the Careers in Medicine AAMC on-line program early in their 1st year. They
continue to explore this resource independently and with their Academic Advisors through the 2nd year.
1st, 2nd and 3rd year students attend evening seminars on Careers in Medicine which are specialty specific.
These seminars include the residency program director, department chairperson, community physician,
resident in training, and a recently matched 4th year student. Statistics on each specialty are provided so
students can gauge competitiveness, success of recently matched Rush students at various programs, how
to apply, and other specialty specific strategies. AMSA hosts a residency fair each fall. Interest groups
host noontime and evening meetings on “Life as an X”. Students are allowed shadowing opportunities to
learn about subspecialties early on in the program. Some students view the preceptorship program as an
opportunity to explore a primary care career path. Some students view the Preceptorship Program in the
M1 and M2 years as an opportunity to explore a primary care career path. The Preceptorship Program
pairs students with a practicing primary care physician for five sessions in the first year, and six sessions
in the second year. All of these programs help students make career decisions.

All eligible students are required to register for the NRMP. All students must meet with the Assistant
Dean, Student Services to have their match lists reviewed.

The Director, Clinical Curriculum and the Curriculum Committee gives formal approval of elective

The “Guide to Residency Application” is an important resource which is introduced to the students in the
winter quarter of their third year. This guide suggests several sources of counseling available from
advisors; the Assistant Dean, Student Services; residency program directors; department chairpersons;
faculty; and residents. The Assistant Director, Clinical Curriculum reviews intramural and extramural
elective choices. Within each specialty, faculty members are identified who are willing to meet with and
counsel students regarding elective clerkship schedules and the residency application process. Typically,
these faculty members are core clerkship course directors, program directors, departmental chairs,
departmental section directors or other interested faculty. Students are encouraged to seek multiple
sources for advice on specialty specific information. Other sources of information include periodicals and
internet sources. Students are encouraged so seek advice and counsel from a variety of sources, which
will ultimately help them in making and informed decision regarding their career path.

A list of specialties matched from 1998-2004 for RMC students is provided in the Appendix.

LCME Medical Education Database 2004-05              p. 27                                III. Medical Students
Academic Year 2003-2004

b. List the principal components of your system of evaluation that are employed in construction of the
formal Medical Student Performance Evaluation (MSPE).

In the preclinical curriculum, the course grade is listed in this document. Comments of the preclinical
course directors are not included in this assessment. In the clinical curriculum, the core clerkship course
director’s summary, which often includes representative comments from both attending and resident
physicians, serves as important data for the MSPE. Grades in the preclinical and clinical curriculum are
given a numeric value. These grades are then weighted based on contact hours in the preclinical
curriculum and clerkship weeks in the clinical curriculum. A class rank is then calculated based on these
results and reported as top 5%, 10%, 20%, 25%, 33%, 50%, or 75%. This process is transparent to

The “Unique Characteristics” section is used to list each student’s co-curricular, research, school service
and community service activities. While these items are listed, they do not contribute to the class rank

A USMLE Step I score is reported for each student as part of the MSPE. Again, this score is not used in
the calculation of class rank.

c. Indicate who prepares this letter and attach two or three representative examples for recent graduates
(obliterating names).

Margaret A. McLaughlin, M.D., Assistant Dean, Medical Student Programs prepared the MSPE for
graduates through the spring of 2003. Starting with the class of 2004, Paul Jones, M.D., Assistant Dean,
Student Service-RMC is preparing the MSPE for our students.

Three sample letters are included in the Appendix. They have redacted to protect the identities of the
students. These letters represent students from the upper third of a class, from the middle third, and from
the bottom third.

Information for these three questions was secured from Dr. Margaret McLaughlin and Dr. Paul Jones.

LCME Medical Education Database 2004-05               p. 28                                 III. Medical Students
Academic Year 2003-2004

MS-20. If students are permitted to take electives at other institutions, there should be a system
centralized in the dean’s office to review students’ proposed extramural programs prior to
approval and to ensure the return of a performance appraisal by the host program.

How are extramural electives screened prior to allowing students to enroll? Describe your system of
collecting performance appraisals for students taking electives outside your institution.

We recognize that for a variety of reasons students may wish to take an elective outside the Rush
Network. Students are instructed to look at the AAMC’s compilation of information on the electives
offered at other U.S. Medical Schools. International elective materials are kept in a separate file in the
Office of Clinical Curriculum and may be viewed upon request. In order for the student to earn credit for
the experience several requirements must be met:

1. No more than 10 weeks taken outside the Rush Network will count toward graduation requirements.

2. The elective must be acceptable to the Director, Clinical Curriculum. This permission must be
   obtained in writing four weeks prior to the start of the elective. Students are told not to assume an
   elective will be acceptable. Retroactive credit for an assumed credit-worthy experience is rarely
   granted. Approval Forms for electives at other schools are available in the Office of Clinical
   Curriculum, Suite 524 Amour Academic Center.

3. It is the student’s responsibility to maintain an accurate and complete clerkship schedule in the Office
   of Clinical Curriculum at all times. Students must notify the Office of Clinical Curriculum when an
   away rotation has been scheduled & confirmed so the elective clerkship can be added to their schedule.
   Students are required to provide written documentation of the given elective on the "Away Clerkship"
   approval form that is available in the Office of Clinical Curriculum.

4. Students are instructed that all arrangements are tentative until approved by the Director, Clinical

5. It is ultimately the responsibility of the student to assure that an evaluation form for each elective
   outside of the Rush Network and each individually arranged elective in which he/she participated is
   received by the Office of Clinical Curriculum. Evaluation forms must be received by the office prior to

6. Students are reminded that once they have accepted an elective position at another institution they are
   expected to honor that commitment.

LCME Medical Education Database 2004-05             p. 29                              III. Medical Students
Academic Year 2003-2004

MS-21. The process of applying for residency programs should not disrupt the general medical
education of the students.

        Students should not be exempted from any required educational experiences or assessment
        exercises in order to pursue other activities intended to enhance their likelihood of obtaining a
        desired residency position.

Graduation requirements are clearly specified with a finite amount of time for the students to complete it.
Students are aware of the time frames needed to complete these requirements. The Careers in Medicine
program reminds students of their scheduling responsibilities, and helps them set appropriate priorities.
Individual meetings between the students and the Assistant Dean, Student Services early in their fourth
year allows an opportunity to review the completed third year clerkships, and evaluate the planned fourth
year schedule for suitability of career exploration, interviewing, academic progress and overall
educational benefit. Only eight weeks of specialty training in any given area are counted towards the
graduation requirements of eighteen weeks of electives. This effectively discourages students from
multiple "show" electives. Elective and Core clerkship attendance is required and students are not allowed
time off from any scheduled clerkship for interviewing. Thus, students are strongly encouraged to
schedule a block of free time in which to complete their interviews.

Each student must complete all requirements prior to graduation. No student, regardless of his or her
career path, is exempted from any requirement. These requirements include successful completion of all
core clerkships, surgical selectives (4 weeks), subinternship (4 weeks), and 18 weeks of electives. Ten of
these 18 weeks must be completed within the Rush system of hospitals. Up to eight weeks may be taken
at any LCME approved school. Additionally, only eight weeks of elective credit may be obtained in any
one specialty area. This effectively discourages students from multiple “show” electives. Attendance is
required at all core and elective clerkships. Time off for illness, before credit is reduced, is clearly
outlined in the online course catalog. Time off for residency interviewing is not allowed. Thus, students
are strongly encouraged to schedule a block of free time in which to complete their residency interviews
and Step II CS and CK.

The Office of Medical Student Programs periodically performs audits to ensure that students are on-target
with all requirements for graduation. One audit is done at the meeting with the Assistant Dean, Student
Services early in the M4 year. A second audit occurs at the meeting to review the final MSPE in October.
A third audit is run prior to the submission of rank order lists in mid-February.

LCME Medical Education Database 2004-05             p. 30                               III. Medical Students
Academic Year 2003-2004

MS-22. Letters of reference or other credentials should not be provided until the fall of the
student’s final year.

a. How does the school handle potential scheduling conflicts in required academic activities (e.g.,
fourth-year courses or selectives, examinations) and residency interviews?

As outlined in the previous section, time off for residency interviewing from any required or elective
clerkship is discouraged. Clerkships clearly post the number of days off due to illness that are allowed
before credit is reduced in the online catalog. In general, these rules allow for one day of illness per 4
week rotation. Students are advised to plan their residency interviews on unscheduled time.

b. What is the earliest date for the release or provision of letters of reference or other documents
supporting applications to residency programs?

Early match applicants typically submit letters of reference for transmission to residency programs in
August. Electronic Residency Application Service (ERAS) users typically begin to submit letters of
reference for scanning and transmission in September. The Medical Student Performance Evaluation
(MSPE) is prepared and released for all match participants on November 1.

This information was provided by Dr. Paul Jones, Assistant Dean, Student Services.

LCME Medical Education Database 2004-05                p. 31                             III. Medical Students
Academic Year 2003-2004

MS-23. A medical school must provide students with effective financial aid and debt management

       In providing financial aid services and debt management counseling, schools should pay close
       attention and alert students to the impact of non-educational debt on their cumulative

a. Provide the name, title and date of appointment for the financial aid director. To whom does the
financial aid director report?

Robert Dame, Director of Financial Aid, appointed July 1, 1986 (started at Rush University June, 1979).
Reports to William C. Wagner, Associate Dean, Rush University

Additionally, by student request, Dr. Paul Jones, Assistant Dean, Student Services, serves as liaison from
RMC in financial aid matters for medical students.

b) Where do medical students go to obtain financial aid services?

The Office of Student Financial Aid serves all Rush University students. The office is located in the
Student Services Suite which also houses Financial Affairs, Registrar, and Housing Services.

How do they obtain such services during clinical rotations?
Students “stop by” the office if on-campus at Rush University Medical Center. The majority of contacts
during rotations, however, are handled by telephone, by email, or by U.S. Mail. Students may leave a
message on voice mail if contacting the office after hours or by email. The response is generally the next
business day.

What other student groups (e.g., allied health students, graduate students) are served by the financial aid
All university programs (medicine, nursing undergraduate and graduate students, health science
undergraduate and graduate students, graduate division students) are handled by the university financial
aid office.

How many staff members are available specifically to assist medical students?

The financial aid staff is cross-trained to give an initial response/direction to any inquiry. Depending on
the complexity of the issue or request, one of the professional staff will handle medical student issues
(two financial aid counselors, the assistant director, or director). Some questions can be addressed by the
secretary for the department.

c. Summarize the financial aid counseling and services provided to medical students. Does the
financial aid office have sufficient personnel, space, equipment, and other resources to carry out its
responsibilities to the medical school? If not, please explain.

    1) The financial aid staff first comes into contact with applicants during a one-half hour “financial
       aid” orientation session held each day that candidates are interviewed. During this session, a
       professional staff member from The Office of Student Financial Aid reviews the aid application
       process, the cost of Rush Medical College education, the types of aid offered to Rush Medical
       College students, the estimated debt upon gradation, and rough projections of the monthly loan
       repayment to retire the debt. The staff member also discusses the necessity (if possible) of paying

LCME Medical Education Database 2004-05              p. 32                               III. Medical Students
Academic Year 2003-2004

        off all credit cards prior to medical school and reviews aid alternatives (e.g., Armed Forces
        scholarships, NHSC, etc.)
    2) At least one professional staff is available throughout each weekday to respond to walk-ins,
        telephone calls, and emails on an individual basis.
    3) The professional staff reviews each applicant’s file before determining a package. An automated
        packaging system is not used to make awards. Rather, each document in the student’s file is
        reviewed prior to creating an award package.
    4) A one-hour presentation is made to each entering class during orientation. Each student receives
        an individualized packet with information from The Office of Student Financial Aid and from the
        Office of the Registrar. The presentation reviews general policies, procedures, debt management,
        and other items to get them started.
    5) Throughout the year, students are sent emails about non-Rush scholarships and loans that come to
        the attention of the Office of Student Financial Aid.
    6) The first and second year classes are given presentations about credit and debt management at the
        beginning of the winter quarter.
    7) The financial aid staff offers seminars about budgeting, scholarship searches, and general loan
        terms during the winter quarter to all university students.
    8) Each year, students are mailed a summary of their cumulative aid (both grants and loans) received
        at Rush. Along with the mailing is included a summary of the average debt of all Rush Medical
        College classes, a summary of loan terms, and web resources.
    9) All graduating medical students attend an Exit Interview prior to Match Day. During this
        program, speakers present general financial planning issues, how to obtain a mortgage, general
        budgeting issues after graduation, and the required items to meet federal aid program
    10) On an occasional basis, medical students are sent important information that may assist them in
        loan repayment (e.g., loan consolidation).
    11) Rush Medical College has developed a self-reporting tool for students so that they can be
        "matched" with possible funds based on the scholarship criteria - selected students are notified of
        scholarships that they qualify for, rather than bombarding all students with all opportunities, some
        of which they do not qualify for. When in doubt, we err on the side of over notification.
    12) Rush Medical College is in the process of developing a master database for the annually recurring
        outside scholarships - with information for current students on which of these scholarships Rush
        students have received in the past. This should be fully completed by the time of the site visit.

The Rush University Office of Financial Aid has adequate personnel, space, and equipment to meet its
obligations to all students at Rush Medical College. Rush Medical College continually seeks new sources
of funds to assist students with an increasing debt burden.

Since the last LCME review, several steps have been taken to offer increased assistance to RMC students:

In 2002-03 the President/CEO released an additional $500,000 from the Armour fund to be used for grant
(non-loan) aid. Prior to 2002, the RMC Dean’s office annually allocated $263,000 for scholarship. This
amount was increased by 19% to a current level of $313,000 per year.

In the fall of 2003, the institutional loan rate was reduced from 7% to 5%. The grace period was extended
from five to six months, thus reducing the average student's repayment by $12,052 per $100,000.

Since 1974, the Medical Staff also recognizes student debt as a problem and has raised funds and made
donations towards scholarships every year. In 1991, they created the Medical Staff Scholarship and
Endowment Fund. This fund receives the proceeds from their annual dinner dance fundraiser.
Membership of the Medical Staff have personally committed to donate an additional $40,000 per year.

LCME Medical Education Database 2004-05             p. 33                               III. Medical Students
Academic Year 2003-2004

$1.2 million was initially collected for use as student loans. This fund has increased to $1.8 million. An
additional $260,000 has been designated as a scholarship fund, which provides two annual awards for
medical students. Finally, this past year, the Medical Staff made a single gift of $200,000 to RMC for
scholarships. Due to the weak stock market performance, the dollar amount available for institutional
grants decreased in 2003-04 to less than the levels in 2001-2002. Leadership at all levels of Rush Medical
College realizes that a successful financial aid program cannot continue to be hampered by such market
variations. As a result, support for Student Financial Aid as a targeted philanthropic cause in the
upcoming capital campaign has finally been secured.

d. Describe the system for counseling students about debt management.

Debt management education begins during the interview process. During an orientation session on
financial aid services, applicants are informed about the average debt of a Rush Medical College graduate
and that the repayment of that educational debt is affordable as long as they plan and budget accordingly.
Rush requires incoming students to complete a “Credit Policy Statement” for which they agree to obtain
their credit report and to review it for accuracy and to identify problems that may prohibit them from
obtaining a credit-based loan – either now or in the future. Throughout their medical education, students
are provided individual counseling on budgeting and debt management, as well as group presentations.
Rush provides a comprehensive loan management program for students prior to graduation. Finally, a
staff member is available to speak with residents – both Rush Medical College alumni as well as those
from other medical schools either individually or to departments upon request.

Overall comments on Financial Aid:

Rush medical students receive financial aid counseling through the Office of Financial Aid which services
the students from all four colleges of Rush University. The current Director has developed a counseling
program for all our students through his office located in Student Services, which is readily available for
the students either through walk-in, by telephone, or by email. The professional staff consists of the
director, an assistant director and two financial aid counselors. The staff initially contacts medical college
applicants during their interview and reviews the aid application process, the cost of education at Rush
Medical College, the types of aid offered, the estimated debt at graduation and projections of the monthly
loan repayment. The applicants are also counseled to pay off credit card debt and to review aid
alternatives. The professional staff then determines an aid package individually for each applicant by
reviewing each student’s file. Incoming students are required to complete a “Credit Policy Statement” in
which they agree to identify problems with their credit report that may prohibit them from obtaining a
credit-based loan.
Matriculating Student Questionnaire
The Matriculating Student Questionnaire is administered at orientation for the AAMC. Data comparing
answers from RMC students with students from all schools participating is provided below. Data are
available from 1999-2003. Scale ranged from 0 “Not at all Important” to 4 “Very Important.” Several
questions were pulled from this survey and presented in the following tables.

 Matriculating                     1999               2000                   2001              2002                     2003
 Questionnaire items:
 Question                    RMC        All     RMC        All         RMC       All     RMC        All          RMC         All
                                     Students           Students              Students           Students                 Students
 How important were
 financial considerations    1.1          2.3   1.5          2.5       1.5      2.5      1.5          2.5         1.5          2.5
 – cost of attending – in
 your choice of this
 particular medical school

LCME Medical Education Database 2004-05                        p. 34                                        III. Medical Students
Academic Year 2003-2004

 How important was the
 amount of financial           1.2         1.6          1.6      1.9         1.6       1.9       1.6         2.0         1.5          2.0
 support offered in your
 choice of medical
 Percent matriculants that
 have any outstanding         65.4%       58.8%        64.0%   59.5%         78%       73%      79.3%       74.6%      79.6%      75.0%
 educational loans for
 education they are
 legally required to repay

Rush matriculants were similar to the national sample on both ratings of importance. RMC students
reporting for all questions across year that the cost of attending and the amount of financial support
offered were a little less important to them than to the national sample. Thus, it is a bit surprising that a
larger percentage of Rush students reported that they already had outstanding educational loans that they
had to repay than did the national sample.

 Matriculating               1999                  2000                       2001                   2002                      2003
                    RMC          All             RMC         All        RMC           All      RMC         All         RMC          All
                               Students                   Students                 Students             Students                 Students
 amount            $5,228     $7,353        $20,154       $19,219      $19,433     $19,373    $17,538   $19,670       $17,689    $21,023
 required to
 of non-           $3,774     $3,287        $12,193       $10,838      $16,100     $12,161    $9,441    $12,488       $14,698    $15,048
 debt upon

In 1999, both outstanding educational loan and non-educational debt were quite comparable for Rush
students and the all student sample. There was a substantial increase in both premedical and non-
educational debt in 2000 for both Rush students and national students. In 2002 and 2003, Rush
outstanding educational loan debt was a few thousand lower than the national sample reported. The
amount of non-educational debt for the last two years is lower for Rush students than for the national
sample. Total debt load is of key interest to RMC due to the high debt load our graduates leave with when
they head to residency.

Staff members of the Office of Financial Aid provide service to students beginning with the on-campus
interview and Orientation and continues to be available throughout their tenure. At orientation, students
are given a one-hour presentation reviewing general policies and debt management while at Rush. In the
winter quarter of the first and second year, Financial Aid staff provide credit and debt management
presentations to students. They also provide students with information about non-Rush scholarships and
loans as the information becomes available to the Office. A database is currently being developed for
annually recurring outside scholarships. Some of our students have been very successful at winning non-
Rush scholarships. Each year students are provided with a summary of their cumulative aid along with the
average debt of all Rush Medical College classes as well as a summary of loan terms.

The LCME Medical Student/student committee questionnaire given to the first through fourth year
students currently enrolled at Rush Medical College contained questions on Financial Aid Services. The

LCME Medical Education Database 2004-05                              p. 35                                         III. Medical Students
Academic Year 2003-2004

M1-M4 students consistently rated the Financial Aid customer service as Very Good (range 42-55%). In
response to “How well do you understand your loans and the details (interest accrural, payback, private
vs. government)” the students responded average with a range of 37-42%. The quality of debt counseling
is considered average to very good, while the effort by your school administrators to reduce debt of
students (e.g., campaigns, fundraising) was ranged average (range: 24-30%). Between 42.3-53.3%
answered that they had received a grant for their medical education at Rush, but 4.3-10.6% of the students
did not know whether they had received a grant. The majority of students answered that they had received
financial aid through Rush (range: 72.1-84.8%). In response to the level of expectedness indebtedness
upon graduation, the students responded very high (range: 40.8-4.97.%). If high and very high are
combined, the range extends from to 66.3% to 71.9% of students.

Exit Interview: Prior to graduation students attend an Exit Interview during which the Office of
Financial Aid outlines general financial planning issues including obtaining a mortgage, budgeting issues
and federal aid program requirements. Financial Aid staff are available for residents that are Rush
Medical College alumni as well as those from other medical schools.

On the Graduation Questionnaire (GQ) administered during the final months of medical school, Rush
students from 1998-2003 rated Financial Aid Administrative Services. Our students were often less
satisfied than the national sample, tough always rating these services as satisfied to neutral. Students rated
satisfaction with Financial Aid Counseling in 1998 and 1999. This question was then replaced with one
on satisfaction with overall debt management counseling. Again, RMC students were less slightly less
satisfied than the national sample. Students were also asked about satisfaction with their senior loan exit
interview. Our students were slightly less satisfied than the national sample, but again, rated the interview
above neutral every year.

GQ items:                            1998               1999               2000               2001                2002               2003
Indicate your level of         RMC        All     RMC        All     RMC        All     RMC         All     RMC        All     RMC        All
                                       Students           Students           Students            Students           Students           Students
satisfaction with:
     1: very satisfied
     3. Neutral
     5: very dissatisfied
Financial Aid Administrative                                                                                                   Item
Services                       3.0       2.3      2.2       2.2      3.0       2.2      2.5        2.2      3.1       2.0      discontinued
                                                                                                                               In 2003
Financial Aid Counseling
                                                                                              Item discontinued in 2000
                               3.3       2.4      2.5       2.3
Overall debt management
counseling                                                           3.1       2.6      2.9        2.5      3.3       2.0      2.7       2.5
                               New items starting in 2000:
Senior loan exit interview
                                                                     2.9       2.6      2.7        2.6      2.9       2.5      2.6       2.5

Beginning in 2000, students were asked “To what degree did your level of educational debt influence
your specialty choice?” Over the four available years of data for this question, RMC students responded
that their level of debt had no influence on this choice (56.8% - 68.2% over the four years surveyed). This
is similar to the numbers reported for all students (66.6% - 70.3%. Less than 7% of RMC students and
6.0% of all students responded that debt had a strong influence on their specialty choice.

Our graduates reported average medical school debt from 1998-2003 at significantly levels greater than
the national average.

LCME Medical Education Database 2004-05                              p. 36                                            III. Medical Students
Academic Year 2003-2004

  GQ                1998                  1999                  2000                  2001                      2002                   2003
                RMC          All      RMC         All       RMC         All       RMC         All       RMC           All       RMC           All
                          Students              Students              Students              Students               Students               \Students
  amount       $96,718    $67,022    $98,793    $70,926    $117,132   $74,438    $105,056   $75,376    $110,573    $79,235    $97,451     $83,361
  to repay

The average total educational debt for both all graduating medical students and for only indebted students
was greater for RMC students than for the national sample from 1998-2003. The average non-educational
debt of all Rush graduating students was greater than the debt of students from all schools.

GQ                    1998                1999                  2000                  2001                      2002                   2003
                 RMC         All       RMC        All        RMC        All        RMC        All        RMC          All       RMC          All
                          Students              Students              Students              Students               Students               Students
mean total
educationa     $100,175   $71,447    $105,093   $76,141    $123,475   $80,331    $113,288   $82,232    $115,289    $86,870    $102,983    $91,438
l debt
required to
repay – all
mean total
educationa     $118,292   $85,170    $119,034   $90,745    $139,577   $94,901    $140,633   $99,089    $139,960    $103,855   $135,857    $109,457
l debt
required to
repay –
of non-        $10,877    $6,944     $7,367     $7,425     $12,952    $7,765     $31,959    $7,807     $8,761      $8,609     $7,475      $7,277
l debt – all

All-in-all, our student indebtedness is larger than the national average of students from all schools.
Although Rush has managed to maintain our level of tuition at the median level for private medical
schools, our debt load for graduates is still too high. Efforts to make more scholarship money available
for students are occurring on several fronts. We are in the silent stage of a capital campaign to raise funds
for changes/additions to the hospital. The campaign has an additional goal to raise $20 million for Rush
University to be reserved for scholarships for students. Since 2002, the Armour Trust, an endowed fund at
Rush, has provided over $500,000 in additional scholarship support. Additional scholarship funds from
this Trust can be expected in perpetuity (about $270,000 annually). The RMC Dean’s office currently
provides $313,000 each year for use in scholarships. This in an increase from past annual allocations of
$263,000. In 2002, a presidential fund was diverted to provide $500,000 for scholarships.

Rush is embarking on a capital campaign that will include student scholarship support through
contributions from the campaign. RUMC has set a goal of raising $20 million which will be earmarked
for scholarships for students. Since 2000, a presidential fund has been directed to provide an additional
$500,000 in additional scholarship support.

The Alumni Association has established a society to encourage giving to the Medical College. The
Benjamin Rush Society is the premier giving society of Rush Medical College. Membership in the society
is open to those who make annual gifts of $2,000 or more for use within the college. Other societies have

LCME Medical Education Database 2004-05                                p. 37                                            III. Medical Students
Academic Year 2003-2004

been established to further giving to RUMC to improve our facilities for patient care and clinical

 The Medical Staff recognize student debt as a problem and have raised funds and made donations
towards scholarships on an annual basis since 1974. In 1991, they created the Medical Staff Scholarship
and Endowment Fund. The Medical Staff committed to donate an additional $40,000 per year to this
fund, as well as proceeds from an annual dinner dance fundraiser. Through these efforts, $1.2 million was
initially collected for use as loans. Through their efforts, this fund has increased to $1,800,000. An
additional $260,000 has been collected into a scholarship fund for medical students. Two annual awards
totaling $7500 are made using interest from the endowment, with plans to a third award this year. Finally,
this past year, the Medical Staff made a single gift of $200,000 to RMC scholarship funds.

See also Part A, item (i.) in this section of the database.

LCME Medical Education Database 2004-05               p. 38                             III. Medical Students
Academic Year 2003-2004

MS-24. Schools should develop financial aid resources that minimize total student indebtedness.
a. Complete the following table1 for students presently enrolled in medical school:
                                                                  Class Year
                                              First           Second      Third         Fourth
Total enrollment                              125              133          128          120             506
No. of students receiving aid from all        107              114          110          102             433
No. of students receiving grants and           69               76           66             61           272
scholarships from institutional sources
No. of students receiving grants and            8               6            7               4            25
scholarships from outside sources
No. of students receiving educational          107             111          105             102          425
No. of students receiving work study            0               21           0               0            21
Average cost of attendance2 (financial       49,089           47,930      52,687           50,783      200,489
aid budget) per student

b. Complete the following table for all students enrolled in the current year and for all enrolled students in
each of the preceding two academic years:
                                                         2003-2004            2002-2003             2001-2002
Total financial aid determined necessary                 18,251,096           16,526,511            15,943,776
Total amount funded by educational loans                 16,034,301           13,548,993            13,775,436
Total amount funded by institutional grants and           1,314,824            2,069,187             1,444,622
Total amount funded by external grants and                842,808                 849,245            679,265
Total amount funded by self help (work study)                 59,163              59,086             44,453
Amount of needed assistance not funded                          0                   0                  0
Percentage of students receiving funds                        85.6%               84.0%              85.3%
From our student survey data, for all students enrolled for the 2001-2002 to 2003-2004 classes, 85% of
the students needed financial assistance and of that percentage, 100% were funded through financial aid.
The primary source of financial aid was received as educational loans (81.9-87.9%) with 7.2% to 12.5%
funded by institutional grants and scholarships, 4.2% to 5.1% funded by external grants and scholarships
and 0.3% of the total amount funded by self help (work study). Although few of the students apply for
work study, in the last few years approximately 25-30 of them have worked during the summer in
research laboratories. The average cost of attendance for Rush students (financial aid budget) is between
$47,930 and $52,687 for students in the first through 4th years with a total average cost of attendance
being $200,489.

See also Part A, item (h.) in this section of the database.
  Report information that is substantiated by applications processed by the school. Include National Medical
Fellowships, National Health Service Corps, Armed Forces Health Professions, Medical Scientist Training Program,
State-funded awards, Federal Stafford Student Loans, Health Professions Student Loans, Primary Care Loans,
Health Education Assistance Loans, Alternative Loan Program, and institutional loans and scholarships.
  Include tuition and fees, books and supplies, typical living expenses, and any other expenses covered in the
financial aid budget.

LCME Medical Education Database 2004-05               p. 39                                  III. Medical Students
Academic Year 2003-2004

MS-25. Institutions must have clear and equitable policies for the refund of tuition, fees, and other
allowable payments.

Describe your policy for refund of tuition payments to students who withdraw or are dismissed from

The tuition refund schedule is clearly stated for Rush University students:

Official withdrawal from a course or from the university entitles a student to a tuition refund according to
the schedule below. No other fees are refundable.

       Week                    Percent of refund

       Week 1                                 100%
       Week 2                                  80%
       Week 3                                  60%
       Week 4                                  40%
       Week 5                                  20%
       After Week 5                             0%

The Office of Financial Affairs manages tuition refunds. The refund will be credited to the student's
account (less any amount still owed for other charges) unless the student requests a check for the refund.
Students are notified via Rush e-mail when overpayment checks are available in the Office of Financial

LCME Medical Education Database 2004-05              p. 40                               III. Medical Students
Academic Year 2003-2004

MS-26. Each school must have an effective system of personal counseling for its students that
includes a program to promote the well-being of students and facilitate their adjustment to the
physical and emotional demands of medical school.

a. Describe the system for personal counseling of students and comment on its accessibility,
confidentiality, and effectiveness.

Services provided by the Rush University Counseling Center are described under MS-27 and also apply
to this question. In addition, informal types of personal counseling are offered by staff members of the
Office of Medical Student Programs for a variety of issues, including academic distress, disability issues,
financial concerns, and family and personal crises which are interfering with a student’s ability to
perform. Students often seek out faculty members to discuss a similar range of problems. Our faculty are
invested in making themselves available to students for personal, academic and career concerns.

Our advisor program was one of the first in existence at any medical school and has been in operation for
over twenty years. The objective of the Academic Advisor program is to provide each medical student
with academic and personal support throughout the four years of medical school. This is accomplished by
the development of a relationship with each student that allows for effective communication and
exchange of information between student and advisor. New advisors receive a handbook and about two
hours of informal seminar type instruction on services and programs available to their students (Student
Counseling Center, Careers in Medicine, Academic Skills Specialist and back-up available to them in a
one hour seminar), and are paired with a more seasoned advisor for support as needed. Each advisor is
expected to attend Advisor Program meetings which are held for all advisors once or twice a year. At
these meetings, information for advisors is distributed, presentations are made by different medical center
personnel who deal with our students, and advisors have the opportunity to share experiences, concerns,
problems and possible solutions to problems. The Assistant Dean, Student Services serves as a resource
for the advisors. Advising groups are created by randomly assigning students to a specific advisor.
Advisors meet their advisees at Orientation, and follow them through to graduation.

Three important criteria must be met for the success of this program. First, advisors must take a sincere
interest in the personal and professional development of their students. This means always taking into
consideration what is best for the student as a person (not just getting through medical school at any cost).
If students are unable to perceive the sincerity of their advisors’ intentions, they will have little motivation
to make the effort to take advantage of what their advisors has to offer.

Second, advisors must be available to their students at any time. Students must be able to anticipate
meeting with their advisor on a scheduled as well as unscheduled basis. Even though students may not
need to meet with their advisor, it is important to them to know that their advisor is always available
should a need arise. We instruct advisors to let students know if they will be away for extended periods.
Should they need assistance during an absence of their advisor, they are directed to the Assistant Dean,
Student Services. We have found that having regular meetings with students is critical during the first two
years. If a good working relationship is not established with students early on, should problems arise later,
students are unlikely to seek their advisor for assistance. The first two years are the only period of
medical school in which group meetings are easy to arrange. Individual meetings are, of course, still
necessary and required at least once a quarter with each advisee. Group meetings are the norm in the first
two years, supplemented by individual meetings. Since each student has a different schedule in the third
and fourth years, it is very difficult to meet as a group. Individual meetings are more frequent in the third
and fourth years, as career paths are discussed.

LCME Medical Education Database 2004-05               p. 41                                III. Medical Students
Academic Year 2003-2004

The third important criterion is student trust in the confidentiality of the relationship. All student-advisor
interactions are treated with strict confidentiality. Without students’ trust in the confidentiality of the
relationship, they are unlikely to seek out advisors when they need consultation for difficult or potentially
embarrassing problems. The only exceptions to our rule of confidentiality are for circumstances where a
student may cause harm to him or herself or others, or be engaged in unprofessional or unethical
behavior. Even in these cases, students must be able to trust that the advisor will do their utmost to direct
the student to the proper source for intervention to address their problems. When students are unwilling to
accept that their behavior falls under this category, the advisor is encouraged to seek counsel from the
Office of Medical Student Programs and/or the Student Counseling Service.

Selection of advisors: Advisors apply for the position. Members of the Office of Medical Student
Programs serve as the selection committee. Both basic science faculty and clinical have been and are
advisors. Eight faculty members are selected to advise 120 matriculants to our program, resulting in a
ratio of 1:15.

Advisors receive $1,000 per year in additional compensation and have an additional budget of $200 per
year for meals/expenses.

Clinical faculty, separate from the advisor group, are identified in each specialty to assist with career

Some advisees rely heavily upon their advisor. Others choose to receive support from other faculty and
interact with their advisor infrequently. The program is evaluated annually for student satisfaction.
Advisors who are identified as less effective in this evaluation are counseled accordingly by the program
director. Repeatedly ineffective advisors are replaced.

Our LCME Student Survey asked specific questions about availability/helpfulness for both career
counseling and residency application process and finally overall guidance by the program. In general, the
M1-M3 year responded with no opinion to many of these specific questions. Students reported average to
excellent responses (34%-54%) in regards to availability of career counseling in medicine. In the M3/M4
classes there were responses of poor/below average (21%-24%) and this was not reported by the M1/M2
classes. Helpfulness of career counseling was average to excellent (39%-54%) and again a no opinion
response was the most common (33-56%) except by the M4 class in which case it was average.

In regards to the residency application process, we again asked about availability of staff and helpfulness.
Students reported average to excellent responses (26%-65%), with most responses being no opinion,
except the M4 class which average was again the most common response. In regards to helpfulness,
students reported average to excellent scores (22%-60%), with a majority of M1-M3 responses being no
opinion and M4 being average.

The overall guidance of the career and residency counseling was average to excellent (41%-66%) of
responses. Again a no opinion response was the most common in the M1-M3 classes and an average
response the most common in the M4 class.

Many of the comments reflected the timing that the careers in medicine became available. Most students
wanted earlier exposure to better plan their careers. A majority of the comments were made by the
M3/M4 class. Within the last year, we implemented the Careers in Medicine program, which takes place
in the spring. We will encourage more frequent availability of the program to expose students to the
various specialties of medicine -- even in the M1 year.

LCME Medical Education Database 2004-05               p. 42                               III. Medical Students
Academic Year 2003-2004

The student survey also looked at interactions with the individual advisors for medical students. The M1
and M2 classes reported having the opportunity to meet with their advisor at least twice per year 80% of
the time. However, the M3 and M4 classes reported this same opportunity only 55% of the time. In
general, advisors are to schedule at least two meetings with their group per year. The M1 class reported
meeting with their advisor on average three times, M2 and M3 once, and M4 zero. In some cases students
reported meeting more than five in each of the classes. We analyzed the availability and quality of the
advising among the different classes. The M1 class reported the highest average in these categories 3.8-
3.9, and most reported above average or excellent responses. The M2 class displayed a range of 3.3-3.5
and responded with above average/excellent for availability, but an average score for quality. The M3 and
M4 class reported scores of 3.0 for the two categories. Many reported average or above average for the
two categories, except the M4 class. They responded with the highest percentage in the excellent response
for availability, but also the highest percentage of a poor response for advisor quality.

Many of the individual comments reflect frustration with advisors outside of the students’ career choice
and the ability to switch to a more appropriate one. Many reported that they met with their advisors only
during their first year of medical school and that during their fourth year the advisors really did not help
with the residency process. Most students sought out other advisors in their specialty and this seemed to
work well for them. As noted earlier, these comments were most apparent in the M3/M4 classes.

b. Briefly summarize any programs designed to facilitate students’ adjustment to the physical and
emotional demands of medical school.

Each year Rush University coordinates a week-long orientation program for all incoming medical
students. During this week, students have an opportunity to meet and converse with prominent members
of the Rush community; convene with upper classmen and fellow first year students in both small and
large group settings; and acclimate themselves to campus. In addition, students interact with various pre-
clinical and clinical faculty, academic advisors, and support services (including the counseling center,
library, computer center, student affairs, and security). Throughout the week, there are a variety of social
activities to help ease the transition, to alleviate stress, and to help these students prepare for this next
stage in their lives.

The Big Sib/Little Sib program is an on-going mentor program organized and executed by each M2 class.
The goal of the program is to allow M1 students the opportunity to meet and interact with second, third
and fourth year medical students beginning their first week on campus. Big Sibs provide invaluable
information on classes, professional career choices, and overall experiences as an RMC student. In
addition, Big Sibs are able to assist with the transition to medical school, ease the stresses of life at Rush,
and highlight resources and opportunities available throughout the city of Chicago.

Rush offers no formal programs to help students get ready for the physical demands of medical school. It
is worth mentioning that in the LCME Student Survey, students from all four years made many comments
about the necessity for a gym. When asked in the survey, an overwhelming response of over 65% stated
that it is very important for Rush to have a workout facility on campus. Although the medical college has
negotiated discounts for use of the University of Illinois at Chicago Gym (located within walking distance
from Rush) and the Union Station Multiplex (available by public transportation), many students continued
to comment on the need for Rush’s own exercise facility. An interest in having a workout facility was
also expressed by a number of the faculty in the LCME Faculty Survey. The administration currently has
no plans to provide such a facility on the Rush campus. Barriers such as lack of space and the cost to
equip, insure, and staff such a facility have served to deter consideration of implementing this idea.

LCME Medical Education Database 2004-05               p. 43                                III. Medical Students
Academic Year 2003-2004

MS-27. Students must have access to confidential counseling from health professionals who have no
involvement in the academic evaluation or promotion of students receiving those services.

Describe the mechanisms available to ensure confidentiality in health counseling services (physical and
mental), and to avoid perceived conflicts of interest in the academic and student support roles of those
who provide such services.

Confidential counseling and psychotherapy services

Confidential counseling and psychotherapy services are available to all enrolled medical students at Rush
University Student Counseling Center. Confidentiality is protected at all stages of the counseling process
through the following mechanisms.

        1. At the time a student calls the Counseling Center phone number (312-942-3687) to make a
           first appointment, the receptionist will ask the student his or her name, phone number, and
           scheduling preferences. When an appointment is made, the individual’s name and phone
           number will be placed in the book, and a message slip generated. The appointment book and
           message slip holder are placed such that they are not viewed by anyone other than those with
           a need to know.
        2. Subsequent appointment notations and message slips contain first name only.
        3. Students are informed at the outset of counseling and therapy that their involvement in
           Counseling Center services is kept confidential, pursuant to state mental health
           confidentiality provisions and federal privacy guidelines. The student is informed that if a
           faculty member or administrator has referred them, only the student can inform that person
           that he or she has sought out services at the Center.
        4. At the request of the student, and with a signed consent for release of information, a
           Counseling Center psychologist may inform a faculty member or administrator of the
           student’s involvement at the Center.
        5. Records of counseling and psychotherapy contacts are kept separate from the Medical
           College and University administrative information systems. Records are maintained by the
           psychologists who staff the Counseling Center and kept in locked storage.

Avoiding Conflict of Interest
       1. The Counseling Center psychologists are appointed members of the Department of
          Psychology faculty, but they have no medical college teaching or evaluation responsibilities.
          By exempting themselves from teaching and evaluation responsibilities, the Counseling
          Center ensures that students find counseling services to be maximally accessible, and yet
          separate from their academic and professional endeavors and progress.
       2. The role of the Counseling Center is to provide counseling support to medical students and
          not to evaluate appropriateness to continue in the Medical College or appropriateness for
          medicine. The Counseling Center is committed to a non-evaluative approach to medical
          students, and to maintaining a neutral stance in academic administrative proceedings.
       3. In the provision of psychiatric consultation services, the Counseling Center protects student
          confidentiality and avoids conflict of interest within in the institution by retaining a
          psychiatric consultant who has no formal medical affiliation with the Medical Center. This
          prevents the psychiatrist from being in dual roles with the medical students who may be
          patients and students on service. In case of emergent need, the well-being of the student is the
          primary concern, and psychiatric services are accessed within the Medical Center. Currently,
          the Center uses the services of Robert Marvin MD. He is a member of University of Illinois
          at Chicago faculty and is able to see patients in his office on Wood Street.

LCME Medical Education Database 2004-05             p. 44                              III. Medical Students
Academic Year 2003-2004

The LCME Student Survey found that, overall, a majority of medical students (M1-93% M2-84% M3-
72% M4-79%) reported that they did not use the Counseling Center. Of those that have used the
counseling center, a majority responded it was average to excellent in all three categories of availability
(88%-100%), helpfulness (90%-100%), and confidentiality (86%-100%). There were no reported
responses of poor in any of the three categories from any classes. In general, all classes reported less than
10% in any of the three categories mentioned for either poor or below average. A majority of students
also felt their records were confidential. There were very few comments made about the Counseling
Center, which parallels their reports that few medical students use services that are available.

The above information was provided by Dr. Rosalyn Chrenka, director of the Rush University Student
Counseling Center.

The LCME Task Force recommends that students, residents, and faculty be made aware of the
Counseling Center at least biannually to ensure students know the availability and services provided by
the Center.

Health care needs

As Rush Medical College did not have a formal Student Health Services program until the fall of 2004,
students have selected a primary care physician based on their own insurance coverage. The RUSH-ON-
CALL center is made available to all new Medical Students to assist them in obtaining health services
when needed. Additionally, students are encouraged to contact the Assistant Dean, Student Services if
they have urgent or unusual needs. Since the student/physician relationship is outside of the
administration of the Medical College, it is, by definition, confidential. Students are not placed with their
treating physicians when on rotations with extensive one-on-one contact, when that relationship is
brought to the attention of the Clerkship Director by either the physician or the student.

LCME Medical Education Database 2004-05              p. 45                                III. Medical Students
Academic Year 2003-2004

MS-28. Health insurance must be available to all students and their dependents, and all students
must have access to disability insurance and to preventive and therapeutic health services.

a. Are health and disability insurance available for all students and their dependents? If yes, briefly
describe the scope of benefits and premium costs. Who pays the premium? If health insurance is not
offered, what provisions are made to provide health care for students?

Rush University requires that students be covered by a health plan in order to promote health and well
being while protecting the individual from undue financial hardship that a medical emergency could
cause. To that end students enrolled in degree programs are eligible for the Student Health Insurance Plan
offered by Collegiate Risk Management, Inc. and underwritten by North Carolina Mutual Life Insurance
Company unless they show proof of coverage under a similar plan. For the 2003-2004 school year, the
cost of the plan is $420/quarter or $1680 per calendar year for single coverage paid by the student. This
plan allows students to choose a primary care physician from a large list of members of the Preferred
Provider Plan (PPO) in the Greater Chicago area. Provider listings including a listing of preferred care
pharmacies can be found at There is an annual deductible of $150 and coverage
of 90% for most patient services including hospitalization and surgery, as well as outpatient services such
as office visits, mammography, laboratory and x-ray. A $15 co-pay for generic and $25 co-pay for brand
name prescription benefits are included. Details of the plan are available in the Office of Student
Financial Affairs, Suite 440, Armour Academic Center. Dependent coverage is available. Currently, a
student can purchase family coverage for $1,245 per quarter or $4,980 per year.

Changes are in the works for the coming academic year (2004-2005). The tuition and fees for the coming
year will include several services. All entering students are now required to carry Rush University Health
Insurance through Collegiate Risk Management. A small portion of fees has been allocated to the Student
Health Service Program, supported by Lifetime Medical Associates, 1645 W. Jackson, Suite 215. This
program will give students a resource for acute care while on campus at Rush. This addresses a request
made by students over the last few years. The Student Health Service Program is designed to work
seamlessly with Rush University Health Insurance, provided through Collegiate Risk Management. By
using Rush University Health Insurance, students should experience an enhanced level of service and
minimal billing hassles for acute care. Acute office visits at Lifetime will have a predictable up-front visit
fee of $10, and no other balance. This will provide the type of "Student Health Service" with which most
of students are already familiar from their own undergraduate college/university campus experiences.

Additionally, all students will be covered under a blood and bodily fluids exposure rider. This will work
as a supplemental policy to their health insurance to cover any treatment or medications necessary as the
result of a needle stick, splash, or potentially contagious diseases exposure. The Rush University Health
Insurance policy does not cover prophylactic medications or injections, which can often cost $1,500 or
more. This coverage will help protect the few students each year who suffer that unfortunate occurrence.

Finally, a fee has been assessed for vaccinations/immunizations and documentation. Throughout our
students’ medical training, various authorities request certification of their immunization status. This fee
covers any necessary blood tests, vaccinations, or updates, as well as costs associated with maintaining
the documentation of their compliance and communicating that information to the Rush system hospitals,
and any away rotation elective locations in the future.

We believe that the small increase in tuition and fees necessary to cover these programs will help students
have access to acute care medical services and coverage on campus, where they spend the bulk of their
time, and are at greatest risk for exposure. We believe that assessing an up-front fee for these services
helps to soften the financial impact of accessing medical care, as the fees are covered and budgeted in

LCME Medical Education Database 2004-05              p. 46                                III. Medical Students
Academic Year 2003-2004

financial aid packages. We do not believe that the overall debt burden will increase more than $1,000
across all four years, as these fees were already in their budget (but allocated as a part of living expenses).

The LCME Student Survey found a slight variability in the number of students who use the Rush
University insurance plan. In the M1 class 60%, M2 54%, M3 66%, and M4 80% reported using the Rush
University plan for health insurance. We asked students to evaluate two aspects of the insurance plan:
1) affordability, and 2) satisfaction with the coverage provided. Students ranked affordability as poor or
below average (22%-43%) and average (25%-39%). Overall, there were few respondents rating
affordability as very good or excellent. Satisfaction of the health care plan was poor or below average
(27%-44%). Again, there were very few very good or excellent responses. In many cases, a “no opinion”
response was reported for both affordability and satisfaction. Many of the individual comments reflected
student frustrations in difficulty finding providers, medical services not covered by the plan and yearly
changes which did not improve the plan. These concerns were expressed by the M1-M4 classes. The
health care plan has changed over the years in an attempt to make improvements in the plan from the
previous plan. However, it seems from the survey that these changes have not improved our students’
view of the coverage. It is thought that costs could be lowered if every student participates in the plan
offered through the medical school. Starting with the 2004 entering class, all M1 medical students will
automatically be enrolled in the Rush University plan for health insurance.

A majority of students feel it is important/very important (79%-85%) that Rush University Medical
Center has its own health service, which it currently does not. Many comments reflected that a student
health service would be great for minor illnesses, immunizations, and various screening tests (e.g., TB). It
was evident that this would cut down time spent making appointments and waiting to see a physician.

Disability insurance is provided for all Rush Medical Students through a plan negotiated by the Illinois
Council of Associate Deans. The disability insurance is managed by the Rx Financial Company.
Dependent coverage is available at additional cost. Students are introduced to this plan via a presentation
during orientation their first year. Students are sent a letter each year regarding their disability insurance
benefits. In addition, they receive more details about portability at the exit interview as a senior.

Responses to the LCME student survey indicate only 49% of the M1s, 33% of the M2s, 31% of the M3s,
and 35% of the M4s were aware that they had a policy. When asked about the policy, most responded
with “no opinion” on the plan. Only 2-3%of students across classes rated the adequacy of the disability
plan as poor or below average. The vast majority ranked the policy as “no opinion” (71-82%). There were
very few comments about the current disability policy. Additional efforts may need to be made to try to
raise awareness of this benefit among the students.

b. Describe the system for preventive and therapeutic health services and health education for students.

Students who would like access to workout facilities have two options. We have an agreement with the
University of Illinois at Chicago for access to the workout facilities in the Illinois Sports at Fitness Center
in the Illini Union on their west campus (three blocks from Rush but currently closed for renovation until
January 2005) or the Chicago Circle Center exercise facilities. In addition, students can purchase a
discounted membership with Union Station Multiplex Fitness, which is located downtown and has more
extensive facilities than the University of Illinois.

Students are counseled on preventive and therapeutic health services availability at orientation. Students
access these services individually.

LCME Medical Education Database 2004-05               p. 47                                III. Medical Students
Academic Year 2003-2004

MS-29. Medical schools should follow accepted guidelines in determining appropriate
immunizations for medical students.

       Medical schools in the U.S. should follow guidelines issued by the Centers for Disease
       Control and Prevention, along with those of relevant state agencies. Canadian schools
       should follow guidelines of the Laboratory Center for Disease Control and relevant
       provincial agencies.

Briefly describe your student immunization policies and procedures.

The minimum requirements under The College Student Immunization Act of the State of Illinois are as
follows: any student whose date-of-birth is Jan. 1, 1957 or later must submit proof of immunization for:
measles (two doses), mumps, rubella, diphtheria (primary series-two doses) and tetanus (adult booster less
than 10 yrs. old).

Proof of immunizations is requested as part of the admission process. If not submitted before the
registration period for the second quarter in residence, registration will be prohibited.

Additionally, individual immunization requirements for Rush medical students are those outlined in the
CDC’s Immunization of Health Care Workers: Recommendations of the Advisory Committee on
Immunization Practices (ACIP) and the Hospital Infection Control Practices Advisory Committee
(HICPAC) as published in the Morbidity and Mortality Weekly Report, December 26, 1997, Vol. 46, No.
RR-18. Students are strongly encouraged to undergo immunization for hepatitis-B virus. Proof of
Varicella immunity or vaccination is required. Annual TB testing is also required.

Students are required to comply or risk being barred from continuing.

The Rush network hospitals are contacted annually for immunization requirements for their health care
workers. Rush Medical College then monitors those students who are scheduled for rotations at those
institutions to ensure compliance with those local hospital policies. In general, Rush Medical College
requirements are set to the most stringent of the network hospital requirements. This helps to ensure that
students, once compliant, can move seamlessly throughout the system.

In the fourth year, students who take away electives, receive their immunization compliance
documentation from the Office of Medical Student programs. Effective September 1, 2004, the Student
Health Service Program will provide that function.

Student survey data:

This was a topic covered in the LCME Student Survey: The policies about infectious disease exposure
were ranked average to excellent in 45%-75% of the respondents. The M1 class had the lowest response
(45%) and the M4 the highest (74%). In many cases, no opinion was a frequent response. There were very
few comments made about these policies. Again, we will incorporate the policies on a yearly basis in the
orientation program for each class along with emails about the policy.

In total the Rush medical students feel that the availability of immunizations and communicable screening
is average to excellent (33%-49%). However, most reported a no opinion response (18%-47%). Many of
the comments reflected the unavailability of screening along with the cost of the screening or
immunizations, which were not included in the general student health plan. As a result of this survey, we
are planning to make screening more available as part of a student health service plan.

LCME Medical Education Database 2004-05             p. 48                               III. Medical Students
Academic Year 2003-2004

MS-30. Schools must have policies addressing student exposure to infectious and environmental

       The policies should include 1) education of students about methods of prevention; 2) the
       procedures for care and treatment after exposure, including definition of financial
       responsibility; and 3) the effects of infectious and environmental disease or disability on
       student learning activities. All registered students (including visiting students) need to be
       informed of these policies before undertaking educational activities that would place
       them at risk.

a. Describe institutional policies regarding student exposure to infectious and environmental hazards,
including the following:

        - education of students about methods of prevention
        - procedures for care and treatment after exposure, including definition of financial responsibility
        - effects of infectious and/or environmental disease or disability on student educational activities

CDC (Center of Disease Control) Guidelines are used as a resource for development of precautions at
Rush University Medical Center including Hospital Sponsored Ambulatory Clinics.

The complete policies and procedures regarding infection control are located in Operational Policies and
Procedures, Personal Safety and Standards of Practice Policies and Procedures, Infection Control.

Additional information is located in the Bloodborne Pathogen Exposure Control Plan and the
Tuberculosis Exposure Control Plan.

Infection Control policies are reviewed and updated on a regular basis by Infection Control based on
current standards of care.

The section of Infectious Disease is contacted for questions regarding infection control.

b. Briefly summarize any protocols students must follow regarding exposure to contaminated body fluids,
infectious disease screening and follow-up, hepatitis-B vaccination, and HIV testing.

Students who have exposures are referred immediately to the Emergency Room for appropriate testing
and prophylaxis. Additionally, Employee Health is notified for follow-up testing and tracking purposes.
In conjunction with the student’s primary care physician appropriate counseling is rendered.

c. In the course of their education, when do students learn how to avoid or prevent exposure to infectious
diseases, especially from contaminated body fluids? When and how are they taught the procedures to
follow in case of exposure (e.g., a needlestick injury)?

A module in the Physical Diagnosis 504 course deals with blood & body fluid Precautions, bloodbourne
pathogens and Tuberculosis. Each student is required to complete this module and take a 15-question
post-test. Students are fit-tested with N95 respirators in the winter quarter of the 1st year, to maintain
airborne and droplet precaution compliance. Needlestick injury procedures are outlined during the
Physical Diagnosis course and are reviewed at each core clerkship orientation. RMC now purchases an
insurance rider to guarantee students can get Gold Standard treatment in the unfortunate event that they
suffer a needlestick.

LCME Medical Education Database 2004-05             p. 49                                III. Medical Students
Academic Year 2003-2004

This fall, the Rush Corporate Compliance office will begin requiring medical students to undertake an
annual series of brief self-study modules in our web-based compliance education series. Until now, this
system has only been used for Rush employees. Relevant modules here include: Hazardous Materials
Communication, Bloodborne Pathogens, Standard Precautions, Transmission Based Precautions, and
Tuberculosis Infection Control. Students will be able to take these at an Internet-connected computer.
Each class typically takes 7 -12 minutes to complete and most conclude with a brief knowledge test. The
computer will automatically track which courses have been successfully completed for each student.
[HIPAA training, safety and corporate compliance modules will also be required].

LCME Medical Education Database 2004-05            p. 50                             III. Medical Students
Academic Year 2003-2004

MS-31. In the admissions process and throughout medical school, there should be no discrimination
on the basis of gender, sexual orientation, age, race, creed, or national origin.

Describe any circumstances where medical school applicants or students may receive differential
consideration on the basis of gender, sexual orientation, age, race, creed, or national origin.

Rush does not discriminate on the basis of race, color, gender, sexual orientation, religion, national origin,
ancestry, age, marital or parental status, or disability. The RMC interview evaluation form provides
guidelines to interviewers on types and categories of appropriate questions to ask during the interview
(and inappropriate questions to avoid which could be viewed as discriminatory).

The student members of the Committee on Admissions report that they view the process of selecting
students for admission to Rush Medical College as working well in a fair and unbiased manner. They are
in the final stages of drafting a new statement on diversity which should be available for review during
the site visit after it has been approved by Legal Affairs and Faculty Council.

LCME Medical Education Database 2004-05              p. 51                                III. Medical Students
Academic Year 2003-2004

MS-32. Each medical school must define and publicize the standards of conduct for the teacher-
learner relationship, and develop written policies for addressing violations of those standards.

        The standards of conduct need not be unique to the school but may originate from other
        sources such as the parent university. Mechanisms for reporting violations of these
        standards -- such as incidents of harassment or abuse -- should assure that they can be
        registered and investigated without fear of retaliation.

       The policies also should specify mechanisms for the prompt handling of such complaints,
       and support educational activities aimed at preventing inappropriate behavior.

a. Supply a copy of any formal statement of the standards of conduct expected in the teacher-learner

We do not currently have a formal statement. Linnea Hauge, Ph.D., Educational Specialist in the
Department of Surgery, is developing a draft of such a statement. This document will be reviewed by
RMC Standing Committees and Student Council, the Faculty Council, and the Dean.

b. Provide a copy (or web site URL) of any formal or informal policies and procedures for handling
allegations of student mistreatment, including avenues for reporting such incidents and mechanisms for
investigating them. What evidence is there to indicate the effectiveness of such policies?

RMC does not currently have a student mistreatment policy. We include students under our harassment
policy (see Appendix).

                             Policies & Procedures: Non-Harassment Policy

Rush University Medical Center prohibits harassment on the basis of race, color, sex, religion, national
origin, ancestry, marital status, physical or mental disability, sexual orientation or unfavorable discharge
from the military service. Harassment includes unwelcome statements or actions, based on an individual's
status in any of the above categories, that interfere unreasonably with an individual's work performance,
or create an intimidating, hostile, or offensive working environment.

Sexual harassment includes any unwelcome statements, jokes or physical actions (for example, touching
or gesturing). This includes any unwelcome sexual advances, requests for sexual favors or other conduct
of a sexual nature when:

       Submission to such conduct is made a condition of an individual's employment or education.
       Submission to, or rejection of, such conduct is used as a factor in any decision affecting the
        individual's employment or education (such as promotions, performance evaluations, salary,
        discipline, or assignments).
       Such conduct otherwise interferes with an individual's employment or educational performance
        by creating an intimidating, hostile, or offensive work or educational environment.

Any person who has a complaint of harassment should bring the problem to the attention of his or her
supervisor or to Employee Relations (ext. 25918). The Medical Center prohibits retaliation against
anyone who has raised a complaint of harassment. All claims will be investigated promptly and as
confidentially as possible. If a violation of this policy is found, appropriate corrective action will be taken,
including, but not limited to, a verbal or written warning, suspension or discharge.

LCME Medical Education Database 2004-05               p. 52                                III. Medical Students
Academic Year 2003-2004

This policy is circulated annually by the President of the University/Rush University Medical Center.

c. Describe educational programs provided by the school or other university officials to avoid or prevent
student mistreatment.

We do not currently offer any educational programs by the school or other university officials to avoid or
prevent student mistreatment.

LCME Medical Education Database 2004-05             p. 53                              III. Medical Students
Academic Year 2003-2004

MS-33. The medical school must publicize to all faculty and students its standards and procedures
for the evaluation, advancement, and graduation of its students and for disciplinary action.

Attach a copy of, or web site URL for, the school’s standards and procedures for the evaluation,
advancement, and graduation of students, and the procedures for disciplinary action.

Specific standards and procedures for the evaluation, advancement, and graduation of students, and
procedures for disciplinary action are provided in the Appendix.

How are these standards and procedures publicized to faculty members and students?

Considerations for the advancement and graduation of our students are the responsibility of the
Committee on Student Evaluation and Promotion (COSEP). The membership of this committee is
comprised of both faculty and students from the medical college. The standards and policies are
contained within the Rush University Bulletin available to faculty and students as a hard copy and on the
web site. All course directors are kept informed about procedures by the OMSP faculty and staff through
meetings or messages outlining the policy. Grade report forms in the preclinical years have notations of
calculation procedures for minimum pass level included on the form.

When a student issue is presented to the COSEP, the student and their advisor are informed of the nature
of the issue and referred to the relevant pages of the bulletin. Staff from the OMSP repeatedly interacts
with those students and the faculty involved in the issue to ensure that they are prepared and informed of
the process relevant to the specific issue the student faces. Should an adverse action result such as a
recommendation for dismissal, the letter stating the decision outlines the steps and deadlines for the
appeal process. Materials from the Bulletin are copied and provided with the letter. All correspondence
sent to and received from a student become materials included in the packet of information that moves
with the issue through the process of appeals.

LCME Medical Education Database 2004-05             p. 54                               III. Medical Students
Academic Year 2003-2004

MS-34. There must be a fair and formal process for taking any action that adversely affects the
status of a student.

       The process should include timely notice of the impending action, disclosure of the
       evidence on which the action would be based, an opportunity for the student to respond,
       and an opportunity to appeal any adverse decision related to promotion, graduation, or

Summarize the due process protections in place when taking an adverse academic action involving a
medical student, including appeal opportunities.

There are two RMC standing committees that would be involved in actions that may adversely affect the
status of a student: these are the Committee on Student Evaluation and Promotion (COSEP) and the
Committee on Student Judiciary Review (CSJR). Information about the policies regarding actions taken
by the COSEP including appeal processes has been included in the information in MS-33.

Implementation of the student initiated Honor Code awaits completion of written statements about the
policies and protections regarding such allegations of a violation against this code.

University Statement on Student Conduct

Rush University seeks to create a climate that encourages its members to act as responsible adults in an
academic community. Generally, institutional disciplinary measures are invoked only in response to
conduct that adversely affects the University/Medical Center's pursuit of its educational objectives and
mission. Penalties may range from a warning to probation, suspension, or expulsion from the University.
A partial list of disruptive behaviors that would subject a student to disciplinary action includes the

• All forms of academic dishonesty.

• Obstruction or disruption of teaching, research, administration, or other University/Medical Center

• Theft of or damage to University/Medical Center property or the property of a member of the
University/Medical Center community.

• Physical abuse of any person or action that threatens or endangers the safety of others.

• Misrepresentation, falsification, alteration, or misuse of University/ Medical Center documents, records
or identification.

• Unauthorized use or entry of University/Medical Center facilities.

• Conduct that is inconsistent with the ethical code of the profession the student is preparing to enter.

• Unlawful use or possession of controlled substances.

• Unlawful use or possession of firearms or other weapons.

Policies Concerning Student Misconduct

LCME Medical Education Database 2004-05              p. 55                                III. Medical Students
Academic Year 2003-2004

The Committee on Student Judiciary Review is charged with investigating and adjudicating charges of
student misconduct of a nonacademic nature, including but not limited to violation of commonly accepted
ethical standards of an academic community, such as cheating and plagiarism; falsification of student
records, transcripts, financial aid forms or applications; unlawful use or possession of controlled
substances on the Medical Center campus (see University Statement on Student Conduct above);
conviction of a crime deemed serious enough to render the student unfit to pursue his/her profession; or
other conduct that is inconsistent with generally accepted standards of behavior within an academic
community or the medical profession. All charges of student misconduct of a nonacademic nature will be
presented to the Associate Dean for Medical Student Programs. If in the opinion of the Associate Dean,
the matter may be resolved without a hearing, an attempt may be made to do so. The student charged with
misconduct or the Associate Dean may at any time exercise the right to have the charges heard by the
Committee on Student Judiciary Review. In every case, the Associate Dean will notify the complainant in
writing by registered letter within 30 days of receiving the complaint as to whether the matter was
resolved without a hearing or whether the matter was referred to the Committee on Student Judiciary
Review. If a disposition requires more than 30 days, the Associate Dean will notify the complainant in
writing every 30 days until the matter has reached a disposition.

If the complainant is dissatisfied with the resolution of a matter that has not been referred to the
Committee on Student Judiciary Review for a hearing, he/she may request that the decision be reviewed
by an ad hoc committee consisting of two faculty members and one student appointed by the Dean. In
order for a complainant to initiate a review of the Associate Dean's decision, the complainant must notify
the Associate Dean in writing that he/she seeks a review, and the notification must reach the Associate
Dean within 15 working days from the time the complainant received written notification of the Associate
Dean's disposition. Upon a timely request, the Dean will constitute the Ad Hoc Committee within two
weeks. Members of the Ad Hoc Committee may not simultaneously serve as members of the Committee
on Student Judiciary Review. The Ad Hoc Committee will convene to accept testimony (in person or in
writing) from the complainant, the student charged, and the Associate Dean. The Ad Hoc Committee will
only accept evidence that addresses the issue of whether the Associate Dean failed to consider certain
relevant facts that would warrant a full hearing. In such a review, the Committee may reach one of two
decisions by a simple majority vote: 1) endorsement of the Associate Dean's prior disposition or the
matter or 2) a decision ordering that the Committee on Student Judiciary Review hear the matter in a full

The decision of the Ad Hoc Committee shall be in writing, shall contain a summary of the evidence and
testimony upon which the decision is based, and shall be delivered to the student, the senior representative
body of the college, and the Dean. The senior representative body shall consider the committee's
determination and any written exceptions to said determination submitted by the student, and shall render
its recommendation adopting, rejecting or modifying, in whole or in part, the committee's conclusion.
Copies of the senior representative body's recommendation shall be transmitted to the Committee on
Student Judiciary Review, the student and the Dean. The Dean will then consider the matter with respect
to the charges of misconduct.

See academic policies described under MS-33 regarding appeals of COSEP, Faculty Council and Dean’s

LCME Medical Education Database 2004-05             p. 56                               III. Medical Students
Academic Year 2003-2004

MS-35. Student records must be confidential and available only to members of the faculty and administration
with a need to know, unless released by the student or as otherwise governed by laws concerning

Describe the general content of the student record files. Where are student records maintained? Who,
other than the student, is authorized to examine or review such records?
The Office of the Registrar (Armour Academic Center, Suite 440) maintains current official listings of
student names and addresses for Rush University. Certain information classified by Rush University as
directory information may be disclosed to the public: student’s full name, local address and phone
number, date and place of birth, home town, major field of study, year in school or class, participation in
officially recognized activities, dates of attendance, degrees and awards received, previous educational
institutions attended, previous majors, previous degrees and dates earned. Each fall quarter, the Rush
University Student Address Book is published for student, faculty, and staff use. It contains student
names, local addresses, email addresses, and phone numbers, the student’s college, and classification. At
the time of commencement exercises, the following information may be released in public
announcements: student’s full name, degree and major, previous institution and degree(s), and hometown.
Students may restrict the release of any item of information considered as directory information on a form
provided in the Office of the Registrar by Friday of the first week of classes in each quarter.

Student Records Policy. The Family Educational Rights and Privacy Act of 1974 (FERPA) protects the
privacy of current and former students enrolled in most educational institutions. A student or former
student may inspect/review his/her Rush University official student records by making an appointment
with the appropriate office. The records and their locations for medical students are as follows:

Registrar’s Files contain official transcripts from other schools, registration information, a statement of
residency, and the official academic transcripts for Rush. To help preserve their privacy, students are
assigned a unique Rush identification number, rather than using their Social Security Number.

Rush Medical College Dean’s Files:

Admission file contains:
    AMCAS application, Rush supplemental application, proof of citizenship or permanent residency
   status, evaluation forms from interviewers, unofficial transcripts, printed correspondence from and to
   the student regarding admissions. [Starting with the class of 2005, a separate file contains Admissions
   Committee screening and acceptance votes, and letters of recommendation. This second file is not
   available for the student to review.]

Academic records include:
    Grade reports & written evaluations of clinical work (stored off-site two years after graduation)
   (preclinical grades and clinical letter grades are available on the student’s transcript from the
    Medical Student Performance Evaluation (stored offsite after two years) and Dean’s Letters
   (stored offsite)
    ERAS and letters of recommendation (stored offsite after two years)
    Copies of correspondence, including Requests for Dean’s Letters (these are retained, but not
   placed in the student’s file)
    Curricular flow charts (TimeTables) (not kept in student files, but are available for review upon

LCME Medical Education Database 2004-05                  p. 57                                 III. Medical Students
Academic Year 2003-2004

Separate files contains
    Immunization records (provided by the student to RMC)
    Disability assessments (provided by the student to RMC)
    Committee on Student Judiciary Review records of interaction with this student
    Committee on Student Evaluation and Promotion (COSEP) records of interaction with this student
    Faculty Council records of interaction with this student

Beginning in 2003, the Office of Medical Student Programs began maintaining two files for students in an
effort to collect all of the information now recommended for inclusion in the Medical Student
Performance Evaluation (MSPE). The master file will contain all information described above, with the
exception of clinical clerkship evaluations. The Office will maintain a separate file for clinical evaluations
to which the student will have access at any time. Students may request to see those parts of the master
file to which they have not waived access or that were part of the decision-making process for admissions
(i.e. letters of recommendation, interview evaluations, voting forms, etc.). Students may request to view
other portions of their file, i.e. COSEP, Faculty Council in the manner described below. The only
individuals who have access to these records are professional and support staff in the Office of Medical
Student Programs. Should a student wish to release their records to a faculty member, usually for the
purpose of writing a letter of recommendation, the student must sign a release giving the faculty member
permission to review their file.

LCME Medical Education Database 2004-05              p. 58                                III. Medical Students
Academic Year 2003-2004

MS-36. Students must be allowed to review and challenge their records.

a. Describe the procedure students must follow in order to review or challenge their records.

A student can request a review of their file in the Registrar’s office at any time. If they are not on campus,
they must make their request in writing (signed fax is permitted), stating exactly what records they want
to review. There is no charge for official Rush University transcripts. The Registrar’s office will not
provide copies of non-Rush University transcripts that are part of a student file. Other records will be
copied at $0.50/page. If a student has any outstanding financial obligation to Rush University, this request
will be denied.

If a student finds inaccuracy in his/her official record, the Registrar's office will direct the student to the
office where the data originated to seek resolution. The university may refuse to amend the student's
record. If subsequently a student is still dissatisfied, he or she may request a hearing with university
administration. Typically, this hearing would involve the course director, a member from Office of
Medical Student Programs and the Registrar and/or the Associate Dean of Student Services. Since 1979
(and perhaps earlier), no student has requested such a hearing.

Students can request their admissions file (with the exception of those materials that are confidential or to
which they have waived access) and academic files in person from staff in the Office of Medical Student
Programs. Students can also request copies be mailed to them of their material in their files via fax or
letter. Grades will not be given out over the phone. Students may request a report of their immunization
record from staff in the Office of Medical Student Programs. Disability assessments must be requested
from Dr. Paul Jones, Assistant Dean, Student Services, Rush Medical College. Disability assessments are
retained by Dr. Jones after a student graduates. Original vaccination records are returned to students
during their exit interview as they approach graduation. Prior to 2002, Employee Health maintained
vaccination records for RMC students but failed to alert students when they were about to become
noncompliant. To facilitate and to ensure students’ compliance with vaccination and HIPPA
requirements, Dr. Jones was designated as the compliance officer for medical students and now maintains
the records. Students admitted prior to 2002 were requested to retrieve their vaccination records from
Employee Health (which charged a small photocopy fee) and provide them to the Office of Medical
Student Programs. Students admitted since 2002 have only provided vaccination records to the Office of
Medical Student Programs.

A student who wishes to see information dealing with his/her interactions with Committee on Student
Evaluation and Promotion (COSEP), with the Committee on Student Judiciary Review, or with Faculty
Council can make an appointment with Dr. Susan Jacob, Associate Dean, Medical Student Programs. The
student can review the information in the packet with her, can request copies of materials in the file, and
must sign a receipt. The chairs of these committees will also meet with students and provide copies of
materials and collect the signed receipt.

No questions in the LCME Student Survey were asked regarding students’ ability to access their records.
It is the responsibility of the Deans and Office of Medical Student Programs to maintain and provide a
student’s record upon request. Students across all four years were asked about their experience with the
Deans and Office of Medical Student Programs. The response was positive, with most students rating the
Office as very good or excellent achieving an average response greater than 4 in receptiveness,
responsiveness, and satisfaction with services provided.

More specifically, when asked about the receptiveness of the Deans and Office of Medical Student
Programs, the greatest percentage of 45% from the M1 and M2 class rated it excellent and around 45% of

LCME Medical Education Database 2004-05                p. 59                                 III. Medical Students
Academic Year 2003-2004

the M3 and M4 class gave very good marks. Several comments are made by students from all classes
mentioning the Deans, especially, as being very helpful and receptive. Similar responses were given when
students were asked about the satisfaction with services provided by the support staff in the Office of
Medical Student Programs. In this case, over 40% gave a rating of very good across all four years. M1
and M2 average scores were around 4.3, M3 at 4.02, and M4 at 4.13. Although most comments are
positive and describe the office simply as excellent and interested in student concerns, there are a few
comments stating tardiness or lack of follow-up with certain student issues. Nonetheless, the
overwhelming positive remarks and scores suggest the Deans and Office of Medical Student Programs to
be supportive and accommodating to students. In the arena of satisfaction with services, it may include
satisfaction with students allowed to review and challenge their records.

b. Does each required course and clerkship provide students with an opportunity to review their
performance, and if necessary appeal an examination or course grade?

Preclinical Curriculum: Course directors provide the results of examinations both midterm and final to
the Office of Preclinical Curriculum within the Office of Medical Student Programs which has
responsibility for posting and otherwise providing results to students. Final grades are also provided to the
Registrar's Office for inclusion on the student's transcript. Students may appeal exam or course grades
directly to the course director. Should a grade change result from the student's appeal, the course director
will notify both the Office of Preclinical Curriculum as well as the Registrar's Office. If the student is not
satisfied with the resolution they may speak with the Assistant Dean for Preclinical Curriculum/Associate
Dean for Medical Student Programs. If the student wishes to appeal further, it is possible to address

Clinical Curriculum: Final grades are submitted to the Office of Clinical Curriculum within the Office of
Medical Student Programs. Following review by the Director, Clinical Curriculum, the grades/evaluations
are recorded in the Office of Medical Student Programs database and then transmitted electronically to
the Registrar's Office for inclusion on the transcript. The grades/evaluations are filed in the students
clinical file and students are sent an email indicating that new grades/evaluations are available for
viewing. These files are available for viewing during normal business hours. Students may appeal
grades/test scores directly to the course director as described in the preclinical section. If the student is not
satisfied with the resolution they may speak with the Director, Clinical Curriculum. NOTE: (If the student
wishes to appeal further, it may be possible to address COSEP, but this needs further investigation).
Currently, all core clerkships utilize the NBME Subject Exam for the final written exam. Students who
wish to appeal an exam score may do so through the Office of Clinical Curriculum, which then follows
the rules established by the NBME for this process. If the student wishes to appeal further, it is possible to
address COSEP.

LCME Medical Education Database 2004-05                p. 60                                III. Medical Students
Academic Year 2003-2004

MS-37. Schools should assure that students have adequate study space, lounge areas, and personal
lockers or other secure storage facilities.

a. Describe the quantity, quality, and accessibility of student study space, lounge, and relaxation areas. Do
medical students share such space or facilities with other student groups?

Rush provides several locations for Rush University students, residents, and all staff to study throughout
the day and throughout the week. The LCME student survey data indicate that some of the more favored
facilities include the Library, ninth floor rooms in the academic facility, and the Au Bon Pain restaurant in
the hospital. A fall 2003 study area survey found that, on average, pre-clinical students reported studying
22.4 hours per week and clinical students reported studying 17.5 hours per week. Students spend half
their study hours at Rush. This suggests Rush University needs to accommodate over 4,700 hours of
studying in an average week by RMC students alone. When asked to rank the top three locations to study
at Rush during the day, evening, and weekends, the Library and ninth floor rooms were clearly the top
choices of RMC students. Less preferred but consistently mentioned were Au Bon Pain, the METC, and
Multi-Disciplinary Lab rooms. Survey comments indicated students would like to have access to more
small rooms (especially more quiet rooms or rooms which could be reserved and locked) as well as to
larger classrooms. The Library hours were also a concern of some respondents with several requesting
that the open hours be extended, especially during exam periods.

In the LCME student survey, when asked to rate quality of study spaces, 38.74% found it adequate and
30.18% found it very adequate. Comments by several students indicated they would like more spaces to
eat and drink while studying. Also, prices at Au Bon Pain were described are too expensive and requests
for a student discount were frequently suggested. Questions about availability of study space gave a
somewhat different response: 35.4% students stating adequate and 32.27% stating somewhat inadequate.
Several students noted they would like to see Rush study spaces better restricted to Rush students,
especially during exam periods. Temperature control, especially in the Library, was mentioned as a
problem by several students. Others noted more study spaces with large tables (so they could spread out)
would be quite useful. A small number mentioned concerns with lighting. Others requested wireless-
access for laptops in the library and in study rooms. Lastly, when asked about the safety of the study
space, 45% of students found safety to be very adequate.

Since the highest response for study space was at the Library, specific questions about hours, lounge area,
staff, services, and resources were reviewed. Around a third of respondents from the M1 and M2 classes
rated Library hours as average. 24% from the M1 class rated Library hours average during exams while
30% from M2 class rated exam hours excellent. Thirty-nine percent of the M3 and M4 class respondents
rated regular hours as average while 38% rated the hours excellent during exams. The response average
from all classes is between average to above average when asked about the staff, books, and physical
environment showing positive ratings when it comes to the services available by the library. Many
students commented on the Library closing too early on weekends and temperature being too cold at
various times which affect their study habits. Furthermore, students from all classes value the lounge area
in the Library. It is a common gathering location where students find space to rest, study, and socialize. It
is in close proximity to the lecture halls and computers. It is in nearly constant use by students and
residents throughout the day. The high regard for the lounge area is apparent when students were asked to
rate the importance of maintaining lounge space in the Library. Over 65% from the M3 and M4
respondents rated it very important. 63% from the M1 class rated it very important and 55% from the M2
class rated it very important.

More extensive information is available in the Study Space survey report DOES NOT WORK

LCME Medical Education Database 2004-05              p. 61                               III. Medical Students
Academic Year 2003-2004

b. Summarize the storage facilities for students’ personal possessions and valuables (e.g., microscopes,
computing equipment), both at the main or home campus and at clinical teaching sites.

All medical students are provided a locker. These lockers are located on the fourth, fifth, seventh or ninth
floors of the Academic Center. They are also provided a mailbox on the seventh floor (which some
students have used to store documents which they wish to share with classmates). Students with lockers
on the ninth floor have individual lockers. Students with lockers on other floors need to share with one
other student. These lockers are managed by Student Affairs. In the student-written Survival Guide, they
discourage students from storing valuables in these lockers.

Students were asked about lockers in the LCME Student Survey. Most respondents rated the security and
location of the lockers as average with few comments. From the M1 respondents, 96.9% stated they use
the locker assigned to them, 34% rated the security of the storage space as average and 38% rated the
location as average. For M2 respondents, 87.3% reported using their locker, 33% rated the security as
average and 33% rated the location as average. For M3 respondents, 86% reported using their locker,
32% rated the security of the storage space as average and 42% rated the location average. Lastly, 65.9%
of the respondents from the M4 class use their locker, 38% rated the security as average and 39% rated
the location as average. It becomes apparent students continue to use their lockers throughout their
education at Rush and consistently rate the security and location as average.

Microscopes are checked out during Orientation for first-year students. Slide sets are provided during
students’ first laboratory session. Microscope lockers are provided on the seventh floor near the Multi-
Disciplinary Laboratories (MDLs) to store both the microscope and slide sets. These are separate lockers
designed specifically to house microscopes.

On the wards at Rush University Medical Center, pediatric clerkships students have access to a locked
call room as well as access to lockable lockers in the conference room. Neurology clerkship students can
leave belongings in a conference room on 3 Kellogg (which has a keypad lock on the door).

At John H. Stroger Hospital of Cook County, students taking the pediatrics rotation use lockers on the
Pediatric floor. Neurology students have access to the "Fellow Room" on the ninth floor of the
Administration Bldg on Polk St. In that room, there is a closet where they're instructed to leave their
personal belongings in the morning, before starting rounds. The area is always open and available to the

On ambulatory rotations in pediatrics, students must carry their possessions with them or place them in a
shared conference room at the site.

For internal medicine, while at Rush, students use their lockers in Armour Academic Center. When on
call, they have access to locked call rooms in which to store personal possessions. There are also lockers
in some conference rooms, but students rarely use these lockers and would need to bring their own locks
in order to use them. At Stroger, clerkship students leave their non-valuable belongings in the resident
work area and take their valuables with them. From a practical standpoint, that's what most students do in
most places most of the time, because it's too much of a bother to go back and forth from a remote locker
or call room, and thefts do occur in conference rooms/resident work areas, albeit infrequently. While on
the ambulatory block, students store their belongings with the faculty's of that site- each is different, but
obviously more secure given the environment. The clerkship director has not heard of any security
problems with student possessions while in a physician's office.

For psychiatry clerkships, while at Rush, students may store valuables in their own lockers in the Armour
Academic Center or in the student call room, a locked room located at 12 Kellogg. While at John H.

LCME Medical Education Database 2004-05              p. 62                                III. Medical Students
Academic Year 2003-2004

Stroger Hospital of Cook County, students may store valuables in a lockable closet located in the faculty
meeting area.

Information about storage facilities at clerkship sites was asked from the clerkship directors on 6/18/0

                                         END OF SECTION III

LCME Medical Education Database 2004-05             p. 63                                III. Medical Students

Shared By: