University of Illinois
College of Medicine
Institutional Self-Study Report
On Medical Education
November 25-29, 2001
Introduction/ Progress Report 1
Components of the Self-Study
I. Objectives 4
II./III. Governance and Administration 6
IV. Educational Program Leading to the
MD Degree 8
V. Medical Students 14
VI. Resources for the Educational Program 18
VII. Graduate Education in Basic Sciences 24
VIII. Graduate Medical Education 26
IX. Continuing Medical Education 26
X. Research 27
XI. Medical School Departments 27
UIC College of Medicine Institutional Self-Study
The University of Illinois at Chicago (UIC) College of Medicine offers a four-year program leading to the
MD degree at four geographic sites in the State of Illinois. Each of the sites offers a comparable medical
education experience complemented by the site’s own unique features. Approximately 300 students
graduate with the MD degree from the UIC College of Medicine each year; the program is the largest in
the United States. The Chicago campus of the College of Medicine is the administrative home for the
dean and all other College-wide officers, as well as the Chicago program site. It is located on the near
west side in one of the world’s largest medical center districts and is part of the UIC health science
campus (including the Colleges of Applied Health Sciences, Dentistry, Nursing, Pharmacy, and the
School of Public Health). The other three regional medical education programs are located in Peoria,
Rockford and Urbana-Champaign.
This Institutional Self-Study is the work of over 220 faculty, administrators, and students who served on
the LCME Self-Study Task Force and Subcommittees representing the four geographic sites of the
College. The Self-Study Subcommittees met frequently throughout the entire process. They were
charged with reviewing the database, drafting answers to the Self-Study questions relevant to their area,
and developing a list of strengths, areas of concern, and recommendations to be presented to the Steering
Committee and the entire Task Force. The Steering Committee met several times a month to monitor,
summarize and provide overall coordination. It also produced the draft of the final report for review,
modification, and approval by the Task Force. Meetings of the entire Task Force occurred at the
beginning of the process and periodically through the process to review the work of its subcommittees
and to review the recommendations. All the work products were maintained on the Internet in Web
Crossing enabling members of the Task Force to comment and discuss through the months of the self-
study. The formal meetings were held periodically in person at various geographic locations. To the
extent possible meetings were held by video and teleconference to provide more opportunity for active
The multi-site College organization is effective in carrying out its multiple missions. This is
accomplished through the establishment of the MD/PhD programs in Urbana (Medical Scholars) and
Chicago; the James Scholars Programs (Independent Study Program) in Chicago, Peoria, and
Rockford; the Rural Medicine Program in Rockford. Of particular importance is the education of a
multicultural student body. These efforts directly complement campus goals of diversity and address
state and societal health care issues. The UIC COM Urban Health Program and the Illinois Agricultural
Association Program have facilitated the admission of targeted groups, leading to a student population
comprised of approximately 22% from underrepresented minorities and 32% from rural counties. Over
70% of the graduating students, eventually practice in Illinois, and approximately 58 % of the class
choose primary care as their initial specialty. According to the latest Institutional Program Survey of the
AAMC, UIC produces more primary care physicians than all but one medical school in the country, while
graduating more underrepresented minority students than all but two schools. In addition, we produce
more academic physicians than all but five schools, and our research endeavors have moved us from 62nd
to 48th place among US medical schools.
PROGRESS SINCE 1994
The LCME, following a site visit on November 7-10, 1994, granted accreditation to the University of
Illinois College of Medicine (UIC COM) for a seven-year period. In addition, they asked that the dean
submit a progress report by March 1, 1997 to both LCME secretaries.
a. Evolution of the “Executive Head” system to integrate and uphold achievements of the
college’s objectives consistently across the four campuses
The College of Medicine has instituted a number of parallel and interlocking mechanisms to achieve
consistency in objectives and to ensure comparable effectiveness in the delivery of instruction across all
sites. Initially, the primary method of coordination was the appointment of an executive head for each
major discipline, who had many responsibilities in addition to educational coordination. As the College
governance system evolved and matured, the role of the executive head diminished and has now been
eliminated. The executive head chaired a "Joint Conference Council (JCC)" consisting of the
corresponding disciplinary heads at each site, which met to review the educational components of its
discipline. The committee structure in place at the time of the 1994 LCME visit did not address either
the basic science or bridging curricula, but groups for those areas were subsequently created.
It became clear that the focus of their activities should be comparability of educational objectives, quality
of instruction and consistency of evaluation, and that membership on such groups should be the
individuals in the discipline at each site most involved and qualified in education. Consequently, in
March 2000, upon recommendation of the Committee on Instruction and Appraisal, the old Joint
Conference Council system was discontinued and the present system of Education Coordinating
Committees (ECCs) was established. This is now an important mechanism for academic coordination.
ECCs are now active in Family Medicine, Medicine, Obstetrics/Gynecology, Pediatrics, Psychiatry,
Surgery, as well as Pathology, Pharmacology, basic sciences, and the bridging courses. The disciplines’
department heads from each program site have appointed at least one faculty member who functions with
the responsibility and authority of their head.
The responsibilities of the ECCs are as follows: (1) Coordinate the discipline's educational activities; (2)
Determine appropriate competencies within their discipline and insure the comparability of experiences,
and student evaluation for all students at all program sites; (3) Determine how their discipline helps
students master the Graduation Competencies; (4) Develop innovations in clinical education; and (5)
Capitalize on the unique capabilities of the various program sites. In addition, the ECCs were asked to
participate as LCME Self Study subcommittees (of the “Educational Program for the MD Degree”) and
review the discipline’s database from the four program sites.
b. The assessment of anticipated changes in health care and financing across the four
campuses, and planned strategies to safeguard the college’s missions
The progress report in 1997 addressed this issue in some detail and it is also described in this report under
the Objectives section. The overall strategic plan is a constantly evolving one that is coordinated by the
Educational Planning Group. This group includes the dean of the College of Medicine, the regional deans
and their vice deans, the vice dean, the senior associate deans for education and for research, the associate
dean for finance, and the assistant dean for educational planning. The initial meeting was held in July
1994, and from its inception, the Educational Planning Group has met regularly with discussion often
carried over into the Academic Council of Deans’ meeting that occurs routinely preceding the College
Executive Committee meetings. As a key strategic planning mechanism, we also conduct regular,
periodic, and scheduled in-depth reviews of the programs at each educational site. Comprehensive
reviews of Urbana and Peoria have been completed and form a substantial element of our strategic
c. Progress in educational reform, including decompressing the pre-clerkship curriculum,
incorporating greater measures of participative and active learning, consistent early
clinical experience across the campuses, and the status of generalist initiatives
As of 1999, we have significantly reduced scheduled lecture hours (decreases of 28% in the M1 year in
Urbana, and 33% in the M2 year in Chicago, for example). At all educational sites there have been shifts
from lecture to small group experiences, with an emphasis on student-centered, active learning. There is
protected, unscheduled time for all students during the basic science years. The number of hours per week
available for class preparation and review, independent study, personal affairs, and social activities are
now viewed by the faculty and students as sufficient and appropriate.
d. The system of outcomes assessment validating the effectiveness of the educational programs
across the campuses
A program to assess student outcomes following graduation has been in place beginning with the
graduating Class of 1997. There is an active “Outcomes Study Group” with representation from all
program sites. This group has been developing the instruments and providing feedback as to the
appropriate data for assessment of the curriculum. This group reviews all the data and provides advice
concerning presentations to be made to the various College and program sites. Key components of the
data are regularly presented to the College Committee on Admissions, the College Committee on
Instruction and Appraisal, the College Committee on Student Promotions, and the College Executive
Committee. The data presented currently include USMLE Step 3 scores, feedback from the graduates
during their PGY1 year, feedback from the GME program directors.
While long-term outcome studies can provide valuable information, formative evaluation must occur in a
shorter time frame and corrective actions should be taken promptly. Student performance on progress and
shelf exams is continually monitored, and when problems in the curriculum are identified that information
is directed to the appropriate College committee for consideration and action. The College Committee on
Instruction and Appraisal is the body generally responsible for reviewing such issues and making
recommendations to the College Executive Committee; the Education Coordinating Committees review
curricular innovations and standards in their disciplines. For example, each spring the ECCs review
student performance on the NBME Subject Examination for the core clerkships, and from time to time,
the actual examinations themselves. Based on review of student performance, subject examination content
and clerkship objectives, passing standards are set for the next academic year. USMLE data from all sites
are also reviewed annually.
e. The adequacy of research and scholarly activity across campuses
Substantial progress has been made in enhancing faculty research and in encouraging student
participation in biomedical research, although the pressure of clinical service loads has been a
constraining influence, especially in Peoria and Rockford. Since the progress report was submitted,
growth in research activity (in terms of dollar expenditures) has exceeded 20% per year. Based on the
level of NIH funding, the College is currently ranked 48th among the US medical schools.
There has been a major effort to involve our medical students in scholarly activity as emphasized in our
MD/PhD programs, James Scholar Programs, and the efforts being made in the basic curriculum to
emphasize student participation in research as a significant part of the medical education. The goal is to
aid in understanding and internalizing the research and sciences foundation needed for the challenges of
contemporary medical practice and life-long learning. To this end, the Office of Student Affairs sponsors
a Student Research Initiative. There is a Faculty/ Student Medical Research Committee that offers
guidance and oversight, research assistantships, summer research fellowships, a medical student research
forum, a research fair, a research opportunities database, a web site publicizing of research information
and opportunities. In addition, there are many presentations from invited speakers representing
organizations that offer research support and experiences
f. The status of facilities’ maintenance and renovation, especially research space at the
As noted in the Interim Report, the Illinois General Assembly provided two million dollars in planning
funds for the development of a new College of Medicine building that would be dedicated to research.
Construction is now well underway for the new 300,000 square foot research facility, which will house
the basic science departments not currently located in the Molecular Biology Research Building. The
state-of-the-art facility is slated for completion in July 2004. To help address the problem of deferred
maintenance at all sites, the University has requested $8,000,000 in new recurring state funding for a
Major Remodeling Fund. The state is already appropriating $5,000,000 per year for space remodeling
and the campuses are providing an additional $11,000,000 from their operating budgets. It is anticipated
that an annual fund on the order of $24,000,000 will make a significant impact on what has been a
g. Progress recruiting permanent department chairs
NEW PERMANENT HEADS SINCE MARCH, 1997
Dermatology, Virginia Fiedler
Obstetrics & Gynecology, Sherman Elias
Ophthalmology & Visual Sciences, Jose Pulido
Orthopaedics, Edward Abraham
Otolaryngology, J. Regan Thomas
Pathology, Robert Folberg
Psychiatry, Joseph Flaherty
Radiology, Mahmood Mafee
Obstetrics & Gynecology, C. William Gibson Psychiatry, Robert Slack
Neurology, Jorge Kattah
Psychiatry, S. Atezaz Saeed
Surgery, Norman Estes
CURRENT ACTING/INTERIM HEADS
Anatomy & Cell Biology, Rochelle Cohen Family Medicine, Christian Wagner
Family Medicine, Patrick Tranmer Medical Information Sciences, Allan Levy
Molecular Genetics, Elliot Kaufman Obstetrics/Gynecology, Ralph Kehl
Pathology, Gregory Freund
Biomedical and Therapeutic Sciences, J. Thomas Hjelle Family and Community Medicine, Eric Henley
Dermatology, Rajagopala Swaminathan Medicine, Gary Rifkin
Pathology, Alan Campbell Pathology, Gary Anderson
Surgery, Jeffrey Schauer
Our program goal is to graduate students who possess the scientific knowledge, relevant skills, and
behavioral attitudes that will give them a foundation for practicing evidence-based medicine throughout
their careers. We recognize that medicine is rapidly evolving, both in terms of its scientific content and in
the societal context in which it is practiced. Our graduates should have the training and the motivation to
continue to keep pace with these changes, whether their careers lead them to patient care, research or
other responsibilities within the health care system.
We have recently (1999) codified these principles into a set of nine “Graduation Competencies,” that
were established after extensive review and debate involving the faculty, administration and students. Led
by the College-wide Committee on Instruction and Appraisal (CCIA), the process of developing and
refining the list of competencies spanned nearly three years. The College, through the CCIA, the
discipline-specific Education Coordinating Committees (ECCs) (See Governance) and the local
curriculum committees at each campus, is in the process of implementing and evaluating this set of
educational outcomes. The final elaborated list of Graduation Competencies is included in the Objectives
section of the database. The competencies themselves follow:
1. Basic and Clinical Science Knowledge 6. Management/Clinical Decision-Making
Base 7. Health Maintenance/Disease Prevention
2. Communications/Biopsychosocial 8. Social and Community Contexts of
3. Ethical Reasoning and Judgment Health Care
4. Life-Long Learning 9. Professional Behavior (Personal, Family
5. Data Gathering/Problem Definition Community)
Determination of Institutional Priorities
The faculty set institutional priorities through advisement to the dean. This is accomplished through the
Executive Committee and local groups advising the regional deans. The particular mechanisms that
enable this are detailed in the Governance Section. For example, in 1996, the CCIA created a Technology
Subcommittee to expand the use of information technology in the educational programs of the College.
Its charge was to explore the use of computers in medical education and make recommendations
concerning the most effective manner for the COM to expand in this area. In May of 1998, a set of
recommendations was sent to the College Executive Committee; the dean appointed a high-level study
group to assess the implications and respond to the CCIA. As a result, four of the five recommendations
were endorsed by the College Executive Committee and forwarded to the dean. The Mission Statement,
which is appended to the Objectives database Section and in the College catalogue, also drives overall
goals such as training minority physicians and physicians who are likely to establish practices in
medically underserved areas of Illinois, as well as medical scientists and academicians. Resources are
allocated to achieve those goals; examples are the RMED Program, the Urban Health Program and the
Medical Scholars and MD/PhD Programs.
Maintaining the essential balance between the faculty who are responsible for curriculum content and the
educational leadership to shape a contemporaneous, well-integrated and innovative program requires a
partnership between the faculty and the senior associate dean for educational affairs. This manifests itself
in frequent interactions with the Educational Planning Group, the Academic Council of Deans, the
Academic Associate Deans and standing faculty committees, such as College Executive, CCIA, ECCs,
Admissions, and Promotions, and conjoint retreats in which the effectiveness of the educational program
is continuously re-examined. The College is committed to the success of the educational program: to
support learning, to enforce educational accountability, and to assess the extent to which students are
mastering objectives. This area is the current focus of the CCIA and the impetus for the College
We are attempting to develop the means to measure student attainment of the Graduation Competencies,
melding objective testing of cognitive knowledge with observed competence in clinical skill. As an
example, the COM at Rockford has begun a Pilot Study (AY 01-02) in which students are assuming
significant responsibility for mastery of the educational objectives. The Student Professional
Development Program utilizes the graduation competencies as the basis from which to assess their
progress. The Student Portfolio is appended to the Objectives Self-Study Report. The results of the
Pilot Study will be reported to the CCIA. There are also internal written examinations in all basic science
courses, and in the clerkships, common grading forms include specific notations regarding competence in
performance-related aspects specific to that discipline. Remediation is required for students who show
less than satisfactory performance in behaviors related to the discipline. Students must pass the subject
examination of the NBME as a requirement for completion of clerkships. Furthermore, students must pass
USMLE Steps 1 and 2 prior to graduation.
Performance on external examinations is generally at or slightly above national means, and our retention
rates are high. A substantial majority of our students receive one of their first three choices in residency
selection, and our Outcomes Study survey of residency directors shows generally high satisfaction with
Balance Between Resources and Activities/ Strategic Planning
Planning is done at many organizational levels. The overall strategic plan is a constantly evolving one
that is coordinated by the Educational Planning Group, which includes the regional deans for all
campuses, their vice deans, the dean of the College of Medicine, the vice dean, the senior associate deans
for education and for research, the associate dean for finance, and the assistant dean for educational
planning. The group is charged with oversight of all aspects of the College’s mission: education, clinical
services, and research. Detail is provided in the database. The Educational Planning Group meets
regularly, usually every other month.
We are also in the process of reviewing each educational site or campus in-depth through an intensive
process of data acquisition and review, interviews of faculty, students, and community members over
many months. These efforts are led by a special assistant to the dean (a former dean of the College), and
are reported to the dean, the Executive Committee, the University and the faculty. The reviews of Urbana
and Peoria have been completed and the recommendations clearly include the efforts of strategic
The self-study both utilizes the results of ongoing strategic planning and adds new information for future
planning. In the process of accumulating the database, both strengths and weaknesses became apparent,
and will be incorporated into future planning. Planning has facilitated accomplishment of the school’s
purpose. In addition, each educational site is engaged in local strategic planning activities for its
individual needs, special programs, culture, and location.
II. / III. GOVERNANCE/ ADMINISTRATION
The UIC College of Medicine is one College with multiple instructional sites across the state. Essential to
its success is a governance structure that affords all sites sufficient flexibility to enhance unique and
individual strengths as well as respond to local issues. This structure is designed to ensure that all sites
act under a common mission and direction such that student instruction and evaluation are equivalent and
that academic decisions adhere to a common set of policies and standards across all sites.
The College functions with a single dean and other College-wide administrators and regional deans in
Urbana, Peoria and Rockford. The dean consults with the faculty through a College-wide Executive
Committee, composed of elected faculty from all four sites, other College-wide committees and, directly,
through general meetings convened at least annually. The administrative structure at the regional site
level is similar to that at the College level. The regional deans report to the dean and are responsible for
the administration of their respective sites. They consult with the faculty through a site Executive
Committee, other standing committees, and directly through general faculty meetings. The curriculum
committee and the student promotions committee at each site also function as subcommittees of the
corresponding College-wide committees.
Decision-making in the College follows the traditional model of student, faculty, and administrative input
and action. The College is structured around a departmental model, modified by the mechanisms of
educational coordination (such as the ECCs) needed to insure comparability at the four instructional sites.
Many decisions are made at the departmental level, but for matters extending beyond departmental
boundaries, decisions are made at the site or College level through the committee structure. Experience
over past years with multi-site governance has resulted in an organization with as much delegation to the
site level as possible, without compromising basic College standards of graduation competencies,
curricular comparability and student grading and promotion. The Executive Committee of the College of
Medicine and the key standing committees of the College (Instruction and Appraisal; Student
Promotions; Faculty Appointments, Promotion and Tenure; and Continuing Medical Education) all have
balanced representation from the four sites of the College. Meetings are either rotated among the sites, or
video or teleconferenced.
The governance structure is supplemented by additional mechanisms designed to facilitate
communication among faculty members and administrators at the sites and assure continuity and
consistency of the undergraduate curricula across the sites. For each core clinical discipline, the basic
sciences, and the bridging courses, there are Education Coordinating Committees (ECCs), composed of
the department heads or key faculty members at each site. These bodies recommend and coordinate
curriculum for their disciplines. Other integrating mechanisms include regular meetings of the Academic
Associate Deans, the Academic Council of Deans (the dean, regional deans and senior associate deans),
and a College-wide Educational Planning Group.
The College of Medicine (COM) is an integral part of the University of Illinois at Chicago (UIC) campus
and is fully integrated into the governance structure. University faculty governance is exercised through
the Senate, in which COM faculty currently chair four standing committees. The COM administration
also plays a prominent role in administrative decision-making . The dean communicates regularly with
the provost/vice chancellor for academic affairs about academic matters and with the vice chancellor for
health affairs about health service matters. The dean is a member of both the UIC Council of Deans and
the Health Sciences Council. The COM has the largest research budget at UIC in terms of external
research funds generated, and it conducts collaborative research not only with the traditional health
sciences colleges, but also with the Colleges of Engineering, Urban Planning and Public Affairs, and
Liberal Arts and Sciences.
The COM has strong collegial and administrative links with the other health science colleges, the
University Hospital, the Library of the Health Sciences, and the Office of the Vice Chancellor for Health
Affairs. The dean sits on the advisory council for the vice chancellor for health affairs, along with the
deans of the Colleges of Pharmacy, Dentistry, Nursing, Applied Health Sciences, the School of Public
Health, the executive director of the University Hospital, and the provost/vice chancellor for academic
affairs. The relationship between the UIC Medical Center and the COM is cordial and productive. The
leadership of the medical center and the dean meet regularly to discuss issues of joint interest, including
the educational environment for students and residents; the recruitment and support of clinician faculty
members; investments for programmatic or capital needs; and strategic planning toward common ends.
In Chicago, the University of Illinois Hospital serves as the College's major teaching hospital and also
functions as a focus for the integration of faculty and curricula across the University’s diverse health
science programs. There is a close working relationship between the dean, hospital executive director,
and vice chancellor for health affairs. The COM clinical department heads in Chicago are responsible to
the hospital executive director, the Medical Service Plan Executive Committee and Board of Directors for
the quality of patient care. The COM and the University Hospital share many of the same challenges and
frustrations that characterize tertiary academic health centers in this era. As such, there is often a tension
between the academic nature of the COM and the service- and profit-oriented University Hospital. Our
strength lies in the cooperation and willingness to actively manage this dynamic for the overall good of
the enterprise. In addition to the University Hospital, the West Side Division of the Veterans
Administration Chicago Health System is a primary teaching site for COM students, and there is close
collaboration between the VA Hospital and College in both teaching and research programs. The COM
also has strong affiliation agreements with other hospitals (in Chicago and in each of its other sites) as
identified in the database.
Although all regional sites are administratively part of the University of Illinois at Chicago, the College of
Medicine program on the Urbana campus has additional relationships with the faculty and governance
mechanisms of the University of Illinois at Urbana-Champaign (UIUC). The regional dean sits on the
UIUC Council of Deans and consults with the provost/vice chancellor for academic affairs. COM and
UIUC faculty collaborate frequently to offer several joint educational and research programs, which are
organized as special administrative units.
There are interdisciplinary programs at all four sites of the College. The interdisciplinary programs of the
COM at Urbana-Champaign and UIUC offer good examples of the collegiality and cooperative working
relationships between medical school faculty members and other university faculty members. Several
interdisciplinary programs exist and new programs are being developed between the COM, other Urbana
colleges, the National Center for Supercomputing Applications and the Beckman Institute. In Chicago,
there are programs in interdisciplinary neurosciences, bioengineering, oncology, and AIDS research;
these bring about interactions with faculty from the Colleges of Engineering, Liberal Arts and Sciences,
Dentistry, Pharmacy, Nursing, Applied Health Sciences, and the School of Public Health. COM faculty in
Peoria teach in the graduate programs of the College of Nursing and the UIUC College of Applied Life
Sciences. In Rockford, faculty of the College of Pharmacy share responsibilities in the COM Office of
Family and Community Medicine, and faculty members of the Departments of Biomedical Sciences,
Medicine and Psychiatry teach in the graduate programs of the College of Nursing.
The dean is responsible for the academic programs at all four sites, and is directly responsible for the
program at Chicago, without an intermediary regional dean. The administrative structure is designed to
minimize conflict of interest between Chicago and the other regional sites. The principal mechanisms to
accomplish this include (1) the delegation of substantial and defined responsibilities to the regional deans,
and (2) the delegation of many aspects of the day-to-day operation of the Chicago site to the senior staff
of associate and assistant deans for the academic program and student affairs at Chicago. There is a vice
dean, who meets with the dean daily, and acts on a day-to-day basis as the dean's liaison with regional
deans. The access and communications roles of the vice dean allow all four sites, regional deans, chairs,
department heads, other deans and staff, and campus administration to maintain continual contact with the
Dean’s Office. Despite the dean’s necessary focus on the complex workings of the Chicago campus, the
above-noted administrative mechanisms and communication pathways help to assure that he is always
well-informed and actively involved in the academic, clinical, economic, and governance issues at each
In February 2000, the previous vice dean became the vice chancellor for health affairs, and the regional
dean from Peoria replaced him as current vice dean. A senior faculty member from Peoria became the
new regional dean. This internal promotion allowed the institution to draw upon the long-standing
expertise of these senior-level individuals, minimizing any negative effects on medical school planning or
operations. During this same period, a new regional dean for the Urbana-Champaign site was recruited
after a national search. This search benefited from a prior, in-depth site evaluation carried out by an ad
hoc COM committee to determine current needs.
IV. Educational Program Leading to the MD Degree
The goal of the UIC College of Medicine curriculum is to graduate physicians who are well grounded in
basic and clinical sciences, oriented and competent as beginning general physicians, capable of entering
graduate training in either generalist or focused specialties of medical science, and able to function in an
ever changing health care environment. The curriculum is designed to provide the educational
opportunities in which medical students will master the knowledge, acquire the skills, develop the
attitudes, and adopt both the professional behavior and the commitment to lifelong learning necessary to
prepare them for their graduate medical education. These are embodied in the Graduation Competencies
(see the Objectives section of the database).
Curricular integration is achieved through several mechanisms: 1) monthly meetings of the College
Committee on Instruction and Appraisal (CCIA) and the local site curriculum committees, 2) meetings of
the Academic Associate Deans, Academic Council of Deans and Educational Planning Group, and the 3)
actions of the Education Coordinating Committees (ECCs). The ECCs are college-wide, discipline-
specific groups of educators that determine appropriate learning outcomes, assure comparability of
experiences, and assure that the same standards are applied to all students regardless of program site.
The curriculum committee at each site oversees all aspects of that site’s medical student education
program; e.g., the organization of clerkship experiences, the integration of basic sciences with clinical
education and the ongoing evaluation of all courses delivered at the site. The site curriculum committees
report to the CCIA. This College-wide committee serves as both an informational body, for sharing of
curricular innovations across the sites and disciplines, and as an evaluative body that ensures the
effectiveness and comparability of educational experiences, enabling purposeful adjustments across the
curriculum. The COM Executive Committee, to which the major college committees report, is
responsible for final approval and monitoring of all curricular activities. These various structures and
processes facilitate continuous interaction among faculty with common interests and responsibilities as
well as ongoing feedback from students regarding the effectiveness of their educational experiences.
The College has a very extensive curricular review process, and program evaluation is an important
component in the management of the curriculum. The responsibility for implementing this process
belongs to the site curriculum committees and the CCIA, in conjunction with the senior associate dean of
educational affairs. CCIA reviews the overall curricula from the program sites and the special programs
such as MD/PhD, James Scholars, and RMED. These programs and curricula are reviewed using well-
defined protocols, which guide the task forces toward the completion of sound program evaluation
The First Year
During the M1 year, students build on the basic concepts mastered during their baccalaureate studies as
these concepts apply to the basic structures and processes of human life. Courses integrate laboratory
skills and small group discussions with didactic lectures, while providing an opportunity for
understanding the elements that constitute “health,” from the molecular level through more complex
structures and pathways. In Chicago M1 students are encouraged to apply the concepts learned in the
classroom to the realm of health and disease through the Essentials of Clinical Medicine (ECM) course.
ECM includes longitudinal primary care experiences with a physician preceptor and plenary and small
group sessions devoted to issues of professional behavior, doctor-patient interaction, and biopsychosocial
aspects of medicine.
Similarly in Urbana, the Introduction to Human Disease (IHD) course was extensively revised in AY 99-
00 to enhance early clinical application of basic science learning. Students are now introduced to “virtual
patients” via multi-media, interactive experiences. Through this medium, students interview patients,
simulate physical examinations, review radiographic findings, listen to heart sounds, and receive other
diagnostic information in order to make a differential and treatment plan. These encounters occur five
times a year, when students meet with physician preceptors in “expert consult sessions” prior to
presentations. Students then break into small groups to discuss basic science correlations to the case. The
Urbana-based course is taught by faculty from Rockford and Peoria as well as Urbana. Both of these
major courses (ECM and IHD)are examples of educational change and curricular innovation to address a
problem that had been identified in the curriculum: the need to incorporate greater student participation,
active learning opportunities, and consistent early clinical experiences at all educational sites.
The Second Year
The M2 year provides the transition from fundamentals of molecular medicine to actual clinical
experience. Laboratory and lecture classroom experiences focus on developing a fundamental knowledge
base that will enable the student to understand and to integrate pathology, microbiology and
pathophysiology of the patient with the basic biomedical and behavioral sciences. In addition, the
pharmacological principles underlying patient responses to treatment are integrated into the second-year
curriculum. Students develop and practice their skills in history taking and performing a physical
examination, as well as encounter the basic principles involved in clinical decision-making and problem
solving. Clinical experiences continue with the physician preceptors, and the ethical/legal aspects of the
profession are examined in the context of preventive care, evidence-based medicine, health promotion,
and the role of both the patient and other health care providers within the larger community.
Decompression of the pre-clerkship curriculum had been a concern of the last LCME accreditation team
as well as increasing the emphasis on more active forms of learning. As reported in an LCME Progress
Report in 1999, significant reductions in scheduled lecture hours have been achieved, particularly in the
M1 year in Urbana (a decrease of 28%) and in the M2 year in Chicago (a decrease of 33%). Across all
educational sites there have been shifts from lecture to small group experiences, with an emphasis on
student-centered, active learning. There is protected, unscheduled time for all students during the basic
science years. The number of hours per week available for class preparation and review, independent
study, personal affairs and social activities are viewed by the faculty and students as sufficient and
The Third Year
The M3 year consists of clinical clerkships in six core disciplines. At Rockford, however, the family
medicine clerkship is experienced as a one-day-a-week student continuity clinic over two and one-half
years. In some cases, because of a student’s research commitments, a core clerkship may be deferred to
the fourth year. In Peoria, up to six students per class may choose to participate in the Rural Student
Physician Program (RSPP), an elective track for students who seek a community-based, extended family
medicine clerkship experience with a rural family physician. It is designed to integrate medical education
in the clinical specialties, increase the number of students who choose family medicine as a career, and
redistribute physicians into rural communities. Students initially rotate through four-week clerkships in
medicine, pediatrics, psychiatry, obstetrics/gynecology, and surgery, then complete their third year (28-
weeks) in a rural site, under the supervision of a family physician.
All students’ clinical experiences guide them toward the development of those competencies that are
specific to the discipline as well as those that are applicable to the practice of medicine in general.
Supervised care of patients, increasingly in the ambulatory setting, gives students their first experience
with both the time commitment and the emotional demands of the physician’s life. The habits of
information gathering and study developed in the basic science years are now brought into play in “real
time” situations, further preparing students for the life-long learning required by their profession. Regular
review of clerkship learning objectives, environments, and student performance occurs at each site and
college-wide through the curriculum and promotion committees and the ECCs.
Although some variation exists in the length of clerkships from site to site, each clerkship shares a single
set of learning objectives and competencies as well as uniform methods of competency-based evaluation.
As expected, workload requirements vary among and within disciplines due to the large number of
clinical sites involved and the incidental nature of the clinical experiences. The Family Medicine
clerkships are almost entirely ambulatory, so the on call experience differs from that of the other five. In
the rotations that typically pose a high demand on students’ time, such as surgery and
obstetrics/gynecology, there have been concerted efforts toward relieving the students from long hours in
the operating room, in which little teaching was reported to occur, to increased time in ambulatory
experiences in the surgeon’s office participating in pre and post surgical consultation and follow up. Most
of the pediatric and surgical subspecialties experiences focus on continuity of care and consultative
services. Moreover, teaching faculty have been reminded that clerkships are first and foremost learning
experiences and students should be encouraged to spend their time wisely, allowing adequate time for
The College Committee on Instruction and Appraisal (CCIA) requires all core clinical clerkships to
provide students with a formative evaluation at the midpoint of the clerkship. The students also receive a
summative assessment at the end of the clerkship. Students are encouraged to discuss this evaluation with
the preceptor and to sign the evaluation form. Despite efforts to enforce this requirement, students
continue to report that they do not consistently receive midpoint evaluations. This is a particular problem
in the four-week clerkships, but is also reported in twelve-week experiences.
The final student grade (as per CCIA requirements) is weighted such that 2/3 of the final grade is a
composite of clinical preceptor evaluations and other assessments of clinical competence and 1/3 is the
National Board of Medical Examiners (NBME) subject examination for the particular discipline. Several
clerkships also use Objective Structured Clinical Exams (OSCEs) (or some variation) to help evaluate the
student’s clinical performance and non-cognitive attributes. This is counted within the clinical
component of the student’s grade (the NBME score still counts for 1/3 of the final grade).
Summary statistics for the clinical teaching sites indicate that there is adequate equipment, clinician
preceptors, and patient/ disease populations for the programmatic needs. Because of the size of the M3
and M4 student body and the variety, as well as complexity, of the clerkship sites within the various
affiliated hospitals and clinics, quality assessment and consistency of evaluation is an important issue.
Quality control is monitored through both clerkship directors and through site curriculum committee
review. Criteria include adherence to curriculum, adequacy of patient mix, balance between ambulatory
and inpatient experience, thoroughness of student evaluation, available resources, and critical evaluation
by medical students of the overall clerkship experience. Clerkship directors at the various site clinical
facilities meet to discuss and review their discipline's clerkship. The site clerkship directors for each
discipline usually comprise the College-wide Education Coordinating Committee (ECC) for that
discipline. The ECCs for each discipline report annually to the College Committee on Instruction and
Appraisal, summarizing the state of their clerkships, deficiencies noted, and planned changes.
The Fourth Year
During the M4 year, students in Chicago, Peoria and Urbana complete a sub-internship in a major
discipline, with supervised advanced clinical responsibilities. At Rockford, students choose among
medicine “selectives” with advanced clinical responsibilities. Students also choose the specialty and
elective clerkships that will help them narrow their choice of residency and acquire specialized clinical
skills. Electives needed to complete requirements may be taken either within the UIC system, at another
LCME or LMCC (Canadian)-accredited program or at a foreign medical school with which the College
has a Memorandum of Agreement.
General Educational Environment
Facilities and faculty for the teaching of Primary Care are numerous and adequate. At Rockford, there is a
particular emphasis on primary care and Family and Community with its two-and one-half-years
longitudinal experience at one of three University Primary Care Centers (UPCCs). There is an increased
emphasis on recruiting primary care physicians at the affiliated clinics throughout the system. Early
introduction to clinical medicine is stressed both in Chicago and Urbana (the two sites where M1
instruction is offered): in Urbana through the Medical Doctor Advisor (MDA) program, and in Chicago
through the longitudinal primary care component of ECM. Both experiences emphasize student
assignment to primary care physicians. Student evaluations of these early introductions to clinical
medicine are favorable.
To encourage students to actively set and pursue clear learning goals to continuously integrate knowledge
and apply it to improve medical care, all students are introduced to the concepts and practices of
evidence-based medicine (EBM) during their first two years. The Library of the Health Sciences (LHS)
plays a key role in this process. Library faculty have become valued professional EBM associates in the
COM; their service is acknowledged through involvement in committee work, as well as research and
teaching activities. Library Residents on two-year programs of training gain practical experience through
focused EBM searches and in-person consultations with faculty and students. LHS is a leader in EBM
course development. A web-based EBM tutorial was developed by LHS and Peoria COM faculty and is
available to all sites. Library staff are available for consultation and assistance to both students and
faculty. Library staff at all sites conduct orientation sessions with students, and offer classes on searching
databases and other tutorials. Library faculty meet with COM faculty informally and at site-located COM
Library subcommittees to determine how library resources can better meet curriculum needs and changes.
Student Evaluation Methodology
Each spring, the clinical ECCs review the performance of all M3 students on the NBME subject
examination completed at the end of their core clerkship experience. The purposes of the review are two-
fold: to assess the extent to which students have mastered the body of knowledge required at this level of
training and, to reassess the required passing standard for all students. Once consensus has been reached
by each of the ECCs, the recommendations concerning the proposed pass levels for the next academic
year are sent to the College Committee on Instruction and Appraisal for affirmation, and from there to the
College Executive Committee. Likewise, all basic science end-of-course examination performance is
reviewed by the site curriculum committees as well as the Basic Science and /or Pathology and
Pharmacology ECC, depending on the course in question. These analyses are then forwarded to the
parent CCIA as well. Assessments of skills, behaviors, and attitudes are more generally accomplished by
clinical performance examinations and/or various rating forms.
As previously noted, performance in the core clerkships is gauged against explicit, well-defined standards
for all students. Each ECC has identified and described the essential components of competency
(clinical performance objectives). Every student, regardless of site assignment, is evaluated by the faculty
on each objective, using the following scale: Outstanding, Advanced, Proficient, or Needs Remediation.
When students fail to demonstrate one or more clinical or professional behavior skills within the quality
range required, they receive a grade of Needs Remediation In that case, faculty are obligated to describe
the basis for the designation as well as activities to be completed by the student prior to re-evaluation,
including length of time required, location in which the supervised remediation will occur and the name
of the faculty member who will supervise the study plan. Because all students should receive a midpoint
evaluation, especially when there is a serious concern, students should have been apprised about the
deficit(s) prior to the end of the clerkship, so that they have had opportunity to resolve the issue within the
time scheduled. The grade of Unsatisfactory is given only to students who are judged to be beyond
remediation or have failed attempts to remediate their deficiency(ies).
For courses taught during the M1/M2 years, students are generally allowed two opportunities to satisfy
course requirements. If unsuccessful in meeting the absolute standard predetermined by the course
director during the semester in which the course was offered, a summer make-up opportunity is available.
Under certain conditions, students may be allowed to repeat an academic year. All students are subject to
the same Promotions Guidelines that are written and applied at all sites by the College Committee on
Student Promotions (CCSP). Students are allowed up to three attempts to pass licensure and NBME
subject examinations. Students who have satisfied all requirements are promoted to the next level or
recommended for graduation. The CCSP also determines the criteria for graduation with honors and
identifies students who have achieved that distinction. In the basic sciences, the honors level has been set
within disciplines across all educational sites. It is currently one standard deviation above the mean for
Two major criteria by which overall program effectiveness is most easily evaluated are scores on the
licensure examinations (USMLE Steps 1 and 2) and performance of senior medical students in the
National Resident Matching Program (NRMP). With regard to the former, test scores provide an
indicator not only of what our students have learned but also how effective the curriculum has been in
supporting learning. In AY 98-99, the students’ performance across sites of the College of Medicine for
Step 1 was very similar and close to the national mean of 215 (Chicago 215, Peoria 219, Rockford 213,
Urbana 214, all sites combined 215). Moreover, more students score above the 90th percentile than below
Tukey Box Plots3 – USMLE Step 1-
USMLE Step 2
(Data source: College of Medicine Oracle database; for first-time takers only)
The national mean for the Step 2 examination was 213, with a standard deviation of 24. Again the
performance of University of Illinois students was remarkably similar across the four sites, and very close
to the national mean (Chicago 212, Peoria 207, Rockford 209, Urbana 210, combined sites 210).
Results of the USMLE Steps 1 and 2 suggest that our College of Medicine is doing an adequate job of
helping our students learn, and that the mechanisms in place to coordinate the curricula among the sites
are functioning well.
The line bisecting the box corresponds to the 50th percentile; the top and bottom of the box represent the 75th and
25th percentiles respectively; the cat’s whiskers the 90th and 10th percentiles. Circles indicate individual outliers
above the 90th percentile or below the 10th percentile.
Ninety-seven percent of all UIC graduates from the Class of 2000 were successful in the NRMP. There
are no significant differences in the match rate among sites. The average match rate for the Classes of
’99,’00, and ’01 is 95%. The national average is 94%. Over the last three years (1999-2001), 87% of
UIC COM students matched in one of their top three choices.
Fifty-eight percent of the Class of 2000 chose to enter primary care specialties. If one includes
Obstetrics/ Gynecology, then 67% enter primary care residencies. The College graduates more primary
care physicians than all but one other medical school in the country. If one excludes those who entered
Obstetrics/ Gynecology, about 26% of the Class entered a surgical specialty, while about 16% entered
non-surgical specialties, such as Neurology or Radiology. Taking into account those who will eventually
enter the subspecialties of internal medicine, the balance shifts more toward 50% primary care, 26%
surgical and 24% non-surgical subspecialties. Consistent with national trends (4.9% decrease), the Class
of 2001 showed about a 4% decrease in selection of generalist disciplines.
UIC COM graduates pursue a wide spectrum of medical career pathways, consistent with the broad
mission statement of the College (See Objectives Section of the database, Appendix 1). The College
provides more faculty to medical schools than all but five other medical schools, while it also graduates
more underrepresented minority physicians than 123 of the 125 medical schools in the country. The
College also has a state-mandated mission to enhance the health of all citizens of Illinois. Over 89% of
rural counties in Illinois (75/84) are designated as medically underserved. Toward addressing this
element of the mission, 71% of the Rockford site’s Rural Medical Education (RMED) graduates have
selected family medicine; 85% have selected primary care specialties (See Medical Students).
Faculty at all sites provide career-counseling services. Faculty members serve as role models, mentors
and advisors. Students at all sites are satisfied with faculty mentoring. A variety of programs are used
across the sites to assist students in career selection. All sites use the Glaxo Pathway Evaluation Program
to help students in their career decisions. A series of workshops is offered throughout the four years.
As described in the February ’97 Interim Progress Report to the LCME Secretaries, the College conceived
the Medical Education Outcomes Study in 1996. The purpose of the project is to collect data in a
systematic manner that will thoroughly and accurately reflect the impact of the medical school curriculum
on student learning. In 1997, the Study was expanded from Chicago to all educational sites. Performance
on licensure examinations and during the first postgraduate year (assessments from Program Directors)
are analyzed as well as former student assessments during PGY1, five and ten years post graduation. The
first five-year survey will be sent to the Class of ’97 in the spring of 2002.
In summary, the curriculum of the College of Medicine is designed to assure that its graduates are well
versed in the biological principles underlying the current practice of medicine and are capable of
implementing these principles into effective care of the patient. We recognize that rapid changes are
occurring in both biomedical knowledge and our national expectations for the health care system. These
changes will greatly influence the nature of medical practice. We are confident that the mechanisms we
have in place for curriculum development and our ongoing assessment of graduates will help us keep pace
with these changes.
V. Medical Students
Three hundred students are admitted to each class. One hundred seventy-five (175) complete all four
years at the Chicago campus; one hundred twenty-five students are assigned to the Urbana campus for the
M1 year. Twenty-five students complete four years in Urbana, most of them enrolled in the Medical
Scholars Program. Fifty students each are assigned to the Peoria and Rockford sites to complete their
M2 through M4 years. As a state supported school, the College seeks to enroll 85-90 percent of each
entering class with Illinois residents. The College actively recruits a broad range of students, reflecting
the diverse population of the state, through programs that address the specific issues of the following
groups: those living in rural and underserved areas of Illinois, underrepresented minorities, and applicants
committed to academic medicine and biomedical research. To help accomplish these goals, all qualified
applicants are assigned a mathematical representation that reflects the weighting of intellectual and non-
cognitive factors. These factors take into account diversity of socioeconomic levels as well as other
attributes designed to help select classes that are both academically well qualified and representative of all
the citizens of Illinois. There is a single standard that all students must meet or exceed to be considered
The College has special programs or tracks that enable it to meet its mission and in some instances
determine which educational site a student will be assigned. In all tracks, the basic academic
requirements and graduation competencies must be achieved. The special programs are the Medical
Scholars Program (MSP) at Urbana and the MD/PhD Program at Chicago, the James Scholar Programs
for Independent Study (Chicago, Peoria, Rockford), the Rural Medical Education Program (RMED) at
Rockford, and the Rural Student Physician Program (RSPP) at Peoria. To improve retention, the COM
has developed Decompressed Programs at Chicago and Urbana. In Urbana, decompressing students are
allowed two years to complete the M1 curriculum; in Chicago, such students are allowed three years to
complete the M1/M2 curriculum requirements. Students must make separate applications to each of these
Programs except the Peoria-based RSPP, which is an elective track for students who seek a community-
based, extended family medicine clerkship experience with a rural family physician.
The RMED Program was conceived and implemented at the Rockford site (1993) to address the
persistent shortage of family practitioners in rural areas of Illinois. It prepares medical students who,
upon completion of residency training, will locate and stay in rural Illinois as family practitioners. The
curriculum provides the necessary socialization, clerkship, and community-based experiences to facilitate
the development of effective rural doctors. Every year, 15 admission positions are available for students
in the RMED Program. Special primary care experiences that enhance the curriculum are introduced
during the M1 year, and greatly expanded during the M2 to M4 years to include the weekly longitudinal
obligations at one of the University Primary Care Centers. RMED students then spend four months
during their M4 year with a rural family physician while they also complete a community project that
addresses a relevant health concern. In 1999, RMED received the Society of Teachers of Family
Medicine’s Innovative Program Award.
In addition, the College has several programs that facilitate the admission of students from medically
underserved areas who are likely to return there to practice. Since 1947, the College has maintained a
cooperative relationship with the Illinois Agricultural Association (IAA) and the Illinois State Medical
Society (ISMS). These organizations recommend candidates for matriculation based on the applicant's
interest in primary care and intention to practice medicine in rural Illinois. Students selected for this
program are supported in the admissions process, receive low-interest loans from IAA, and commit to
provide primary care in rural Illinois for at least five years. They must meet all formal admission
requirements. Of the class entering in 2000, 5.1 % were participants in this program.
The Medical Scholars Program (MSP) and the MD/PhD Program were designed to educate physician
scholars and leaders in medicine and medical research. Since 1978, the MSP at the Urbana-Champaign
site has sought to recruit, enroll, and educate physician scholars and leaders in medicine and medical
research. Up to 25 students per year may enroll in this combined MD/advanced graduate degree program;
currently there are 172 participants. The MSP allows students to pursue graduate studies in all
disciplines of the sciences, social sciences and humanities, as well as law (JD) and business (MBA).
Students must satisfy all requirements of the graduate department or college in which their dual degree
will be earned, as well as all requirements of the COM. This is typically an eight-year commitment.
At Chicago there are currently 40 students enrolled in the MD/PhD Program, pursuing the MD degree
along with graduate training in the five basic science departments of the College of Medicine as well as
the University’s Departments of Biology and Bioengineering. The Program accepts six outstanding
students each year from undergraduate institutions nationwide. The students enter “at large;” that is,
without departmental affiliation until choosing an advisor for thesis research, typically by the end of the
The James Scholar Programs have been created to enhance the learning experience for a select group of
gifted, highly motivated students by challenging them to create alternative pathways (under faculty
guidance) to master the medical curriculum while completing a research project or an in-depth study. The
Program recognizes the importance of promoting intellectual independence, self-motivation, and
Also supporting the recruitment of high-achieving students is the Guaranteed Professional Programs
Admission (GPPA) program, instituted in 1996. Through this program, UIC recruits academically
talented high school seniors to its Honors College, and guarantees them admission into the professional
program of their choice, if they maintain a sufficiently high level of academic achievement during their
Since 1969, the College has been a national leader in its commitment to address the paucity of
underrepresented minorities (URM) in medicine. This commitment was further expanded in 1978 with
the creation of the Urban Health Program (UHP). The College has been quite successful in achieving
this goal with an average URM enrollment of approximately 22% for the classes from 1979 to 2000. All
four sites of the College participate in this program that has the largest minority enrollment in the
country, with the exception of the medical schools at Howard and Meharry Universities.
To further support the UHP goals, the College instituted a Post-Baccalaureate Admission Program in
1997. This academic program targets and supports students whose undergraduate records suggest they
may have had insufficient educational preparation to tackle the academic rigors of medical school. In this
fourteen-month program of intensive study and preparation, students must maintain a “B” average to
secure a seat in the next entering class. Of the 40 students thus far enrolled, 33 (82.5%) have been
successful in matriculating into medical school.
Tuition and Fees
During the 1999-2000 academic year, the tuition for in-state students at the University of Illinois College
of Medicine was $16,294. Even though significant tuition increases have occurred since our last
accreditation (tuition for academic year 1994-1995 was $7,890), there does not seem to have been a
negative impact on the applicant pool. In fact, the reduction of applications has been well below that
experienced nationally during this time frame. Out-of-state tuition during the 1999-2000 academic year
A wide variety of financial aid resources is available for students’ needs; approximately ninety percent of
students are receiving some form of financial aid. Over the past seven years, ninety-four scholarships
have been awarded by the National Health Service Corps and the Armed Forces Health Professions
Scholarship Programs, while the Illinois Department of Public Health provided an additional 431
scholarships to qualified students during that time. Students enrolled in combined graduate degree
programs (MSP, MD/PhD) are awarded full tuition and fees as part of their program. The College also
awarded five Dean’s Scholarships in the 1999-2000 (full tuition, not fees), which were funded entirely
from need-based scholarship funding. Seventy-six students in 1999-2000 received the full-tuition Illinois
General Assembly Award, provided through the State Senators and Representatives. Furthermore, out-of-
state URM students may be granted a waiver of the tuition differential between in-state and out-of-state
Student loans continue to comprise a significant element of financial aid. Based on the Class of 2000,
eighty-seven percent of the class entered residency with educational loan debt, and the average debt held
by those students was $89,332. The trend observed by the College is that the indebtedness of students is
increasing faster than the growth of grant and scholarship assistance.
Adequacy of Resources/ Transfer Students
Although the College of Medicine enrolls the largest student body in the country, the available resources
and facilities appear to be adequate for the task. By utilizing a traditional urban academic health center
campus along with three community-based medical centers, the College is able to leverage its resources
most effectively. Faculty are best utilized in a variety of roles depending on their career track, academic
talents, and teaching skills. The broad mix of full-time, part-time, and volunteer faculty is sufficient to
execute the teaching, research, and patient care roles within the College. The clinical education of
students is served through a wide variety of venues including the University-owned teaching hospital (in
Chicago) and clinics (at all sites), private preceptor offices and practices, affiliated not-for-profit
hospitals, and an extremely broad coalition of community-based organizations and health care entities.
The quantity and mix of patients, the resources and diversity of clinical affiliations, and the depth of the
faculty assure that students receive a quality medical education.
A limited number of transfer students is accepted. However, resources for these programs are not diluted
or adversely affected by acceptance of a small number of transfer students; approximately eight were
accepted in the last three years. Moreover, all of the College’s clinical teaching facilities accept visiting
students for electives in the senior year. In a typical year, approximately 80 such students participate in
M4 electives, the majority at the Chicago campus. A majority of the students are enrolled in LCME-
accredited medical schools.
Personal counseling, including academic, educational skills, and mental health are available at all sites.
The services are offered both at specialized centers and by trained faculty and staff. Individual and group
sessions are available to assess and improve time management, study and test-taking skills. Preclinical
advising is available at all sites. Tutorial help is provided by teaching assistants and faculty. Overall,
students are satisfied with the tutorial help. The UHP provides academic and educational skills services
for all students, as needed. Urbana and Rockford offer assistance to all students. Peoria is in the process
of recruiting an academic skills specialist. The Chicago campus targets students who are performing at
the bottom quartile of the class. All sites support the recruitment of women and minority faculty
Resources for psychological/psychiatric counseling are available to College of Medicine students at all
sites. All sites provide psychiatric care separate from other health care services. Although many students
have not used the services, those students who have are satisfied with the care they received. Information
from counseling and psychiatric care is confidential and handled under conventional physician-patient
Preventive / Therapeutic Health Services and Health Insurance
This has proven to be the single most difficult area in which to achieve comparability among sites. In the
winter of 1998, a college-wide subcommittee of student affairs deans was appointed by the Senior
Associate Dean for Educational Affairs “to investigate student health benefits across sites and make
recommendations about changes needed to ensure that all students receive good and equitable benefits,
regardless of the site at which they are enrolled.” About one year later the following additional charges
were added: “Determine what the customs and standards for comparable student benefits are and submit
an ideal benefits package.” The deans were particularly concerned that the coverage for exposure to
blood-borne pathogens and associated risk management were clearly delineated. In March of 2001, the
Board of Trustees approved a new health care benefit package for all students at the University of Illinois
that will become effective fall semester, 2001, which meets the needs identified. The student affairs deans
at Peoria and Rockford are working to identify additional health care providers and finalize details to
implement these additional health services benefits.
Trends from data in Graduation Questionnaires over the last three years indicate that overall student
health services satisfaction seems to be improving in Chicago, declining in Peoria and Rockford, and
remaining stable in Urbana. The new benefits packages should have a marked effect in improving this
Currently enrolled students and Class of 2000 graduates at the Peoria and Rockford sites are the most
satisfied with available space on campus for studying. Students at the Urbana site are less satisfied;
however, renovations have been proposed at that site which will greatly improve student study space.
Students at the Chicago campus are very dissatisfied, feeling that there is a lack of small-group study
space and inadequate relaxation space as well. This dissatisfaction is reflected in the Chicago Class of
2000 graduates as well. Renovation of space that will become available when the new Research building
is completed should alleviate this problem.
All four sites have similar orientation and information statements that stress the ready availability of
student access to administrators. Based on the student questionnaire for the LCME self-study, students at
all four sites are generally satisfied with the accessibility of administrators though not to the same degree.
Chicago students feel that many of the problems with accessibility could be resolved if there was better
communication between faculty and staff in various COM and university departments. One suggestion to
improve communication and service to students is a more efficient use of the web by departments and
student affairs deans to disseminate important information and material.
Likewise, accessibility to faculty for academic help and career counseling is emphasized by Academic
and Student Affairs staff and faculty participating in the Student Advisory Program. Some students
develop meaningful professional relationships with faculty members, especially in the clinical years.
According to the student questionnaire, students are most satisfied with faculty availability in Peoria and
Dormitories are available at Chicago, one of which is located directly across the street from the medical
school. Residential living apartments are also available. Housing is available within one-quarter mile of
the medical school in Peoria, and at Rockford, information on housing within the community is provided
by the medical school. Urbana offers University housing as well as extensive community options.
Students at all sites must pay for parking. The rates differ according to the site; Chicago is the most
expensive while Peoria is the most reasonable; extensive free bus service is provided on the Urbana
Security is adequate at all sites. There is a large security force in Chicago, and emergency phones and
panic devices are available in many locations throughout the campus. Buildings are locked after regular
office hours and student study areas are card access controlled. Picture identification badges are required.
Escort service is available for students after hours, upon request. At Peoria, full-time security is available
with a local housing escort service, and picture identification badges are required. All visitors must
register with the receptionist or security guard upon entering the medical school. Rockford contracts with
an outside source for security services. Visitors must register with receptionist or security guard when
entering the medical school. Surveillance cameras are located throughout the building that is part of the
overall electronic security system. Picture identification badges are required, and the building is closed to
visitors after midnight. At Urbana, University buildings are locked after office hours; students gain
access with keys they have been issued. There is an extensive campus police force. Emergency phones
are available throughout the campus. Each of the affiliated hospitals offers escorts and security 24 hours
each day. Student areas have keypad access, and picture identification badges are required.
VI. Resources for the Educational Program
The College of Medicine’s state appropriated budget of $74,000,000 ($59,000,000 from general tax
revenues and $15,000,000 from tuition) is a major source of financial strength and a solid underpinning
for medical education. Although support from the State of Illinois for medical education has remained
fairly constant, in the last five years, it has increased less than the CPI and less than that of peer state
institutions. State government has recognized this issue, and the University of Illinois received an
increase in state-appropriated funds of 5.9% in FY 01 and a similar increase is expected in FY 02. In
addition, the governor is supporting additional appropriations to the University and medical school for
initiatives in biotechnology under a special development program. State-appropriated funds, including
tuition income, provide about 70% of the total compensation of basic science faculty and nearly 50% of
the total compensation of clinical faculty. We believe that this source of revenue will remain stable over
the next five years and keep pace with inflation. Although tuition income has increased at a greater rate
than inflation in the last five years, the total tuition and fees in 2001 are still only fourth highest among
the Big Ten’s public medical schools. The University administration is cognizant of the additional tuition
burden and its impact on student indebtedness and career choices. It is not anticipated that tuition will
rise further in the next five years beyond small inflationary increases.
Overall Medical Service Plan revenues have been flat in Chicago and the regional sites for the last four
fiscal years. Slight increases in patient volumes have been offset by decreases in reimbursement due
mainly to the impact of managed care. Adequate MSP revenue is critical to providing competitive
salaries for clinical faculty. Efforts to increase patient volume are underway throughout the College.
According to the latest AAMC “Institutional Profile,” MSP revenue as a percentage of total medical
school revenue was at the 30th percentile. Sustaining the teaching-based clinical enterprise will be a
major challenge for the College over the next five years. The Rockford and Peoria campuses feel acute
pressure to increase revenues from patient care sources, because these educational programs have less
support from research and are more dependent on state, MSP and affiliated hospital funding.
Endowment income is low for a school the size and stature of the University of Illinois. In a major
University development campaign that concluded in December of 2000, the COM received about $125
million. The target goal for the next University-wide campaign will not be determined for at least two to
three years. A major thrust of this campaign will be to increase significantly the number of endowed
chairs and professorships in the College as well as increasing the amounts available for student
scholarships and unrestricted financial aid.
Research income has been a major source of revenue growth in Chicago over the past four years. Overall,
in FY 97 through FY 00, research revenue grew by annual rates of 21.5%, 14.0%, 17.4% and 13.7%
respectively. New facilities have been created in Chicago to support this growth, and the new COM
Research Building is scheduled to open in FY 04. Given the investments made in facilities, equipment
and new faculty, research in Chicago should continue to grow at double digit levels for the next five
years. The basic science faculty in Urbana-Champaign have a solid history of extramural research
funding, and this should continue. Peoria and Rockford have been less successful in mounting research
programs, and efforts are underway at both locations to increase the levels of research support.
Recruitment of a nationally prominent research professor for the program in Peoria has recently been
Assuming that state support for the College will not continue to decline in real terms and that the tuition
burden on students remains consistent with other public medical schools, while other funding sources
remain stable, financial resources should be sufficient for the school to address its current missions and
future objectives that enable it to enhance the health of all the citizens of Illinois. The diversity of
educational opportunity in the College’s programs facilitates the goal of educating physicians in adequate
numbers and toward appropriate specialty choice to serve the needs of all citizens. For example, in
Rockford, the school was rated number one in the nation last year in the percentage of students going into
primary care residencies. These results are due in large measure to the unique clinical teaching model
that includes extensive clinical experience in the University Primary Care Clinics (UPCCs). The
financial viability of these centers is therefore critical to the teaching program.
Overall, the biggest financial threat to the school’s mission is the performance of the clinical enterprise
both in Chicago and the regional programs. A financially viable clinical enterprise is essential to the
success of the academic mission. This general topic is a major element of the College’s strategic
Clearly there is pressure on faculty to generate revenue from clinical practice and research. The MSP as a
total percentage of College revenue has dropped from 33% to 26% in the last five years. In order to
manage the pressure so that faculty activities do not become significantly distorted in reference to the
COM’s mission, new incentive strategies are being reviewed by the MSP governing committees that
would reward faculty who bring more business to the clinical enterprise. Similarly, funded basic science
faculty with academic year appointments (9 months) are able to devote themselves full-time to research
over the summer months and receive summer salaries from their grants. As stated above, state funds
continue to support the majority of basic science faculty salaries and a large percentage of clinical faculty
salaries. Resources for the support of medical education are adequate. Department Heads and Deans can
appropriately direct faculty effort.
In Chicago, discussions related to the clinical enterprise are underway and several options are being
reviewed regarding both the University Hospital and the MSP. The vice chancellor for health affairs has
made this review a priority for his administration. A general consensus emerging from these discussions
is that the hospital and the MSP need to be more closely aligned in strategic planning and business
Managed care penetration varies by location and its relation to the school. The Chicago market seems to
have stabilized and there is a growing movement to provide patients with more access to specialists and
more choice in the selection of doctors. The Rockford market is unique nationally in that each of the
local hospitals owns managed care insurance products. Although few of the local patients are in capitated
plans, nearly half are in some form of HMO/PPO. This environment provides special challenges for the
University-based clinical faculty.
Capital needs are addressed through state and University bonding authority. As noted, construction of a
new research building is underway in Chicago. The Illinois VentureTech program (the governor’s
development initiative mentioned above) has provided capital funding for biotech initiatives, including a
Post-Genomic Institute in Urbana, which will share faculty and space with the College of Medicine.
Adequate state funding for remodeling and maintenance remains a problem at all sites of the College. In
many instances, the College is forced to divert dollars from its operating budget to cover deferred
maintenance expenses. The University has requested an additional recurring appropriation of state dollars
dedicated to space rehabilitation. On the clinical side, it is unlikely that additional debt instruments for
new clinical facilities can be issued until the system returns to greater profitability.
With respect to general facilities, the Chicago campus of the College has appropriately-sized lecture halls
and large classrooms. As a result of incorporating more participative, small group and active learning
experiences into the M1/M2 curriculum, there is currently a deficiency of small rooms. As previously
noted, more space is also needed for students to study and socialize. Former research space in the COM
building will be converted for these purposes as soon as it becomes available. In Urbana, the new Carle
Forum serves as a primary center for M2 education and other educational activities/conferences. Peoria
completed renovations of its teaching facilities several years ago. A master plan and vision statement for
medical education and the community is being developed that will address research and clinical space.
Rockford is completing a master plan of its site and buildings, and a new addition primarily addressing
educational program needs, is being proposed for the University capital budget.
Research and clinical space of the College are adequate or improving. In Chicago, the outpatient care
center (OCC) now provides state-of-the art facilities to University patients. The Molecular Biology
Building, opened in 1996, has provided additional modern research facilities. Obsolete and poorly
maintained research space had previously been a chronic problem in Chicago; however, the new
300,000 square foot facility scheduled to open in 2004 will transform the research environment in
Governance as defined in College Bylaws involves an elected Executive Committee with proportional
representation among the sites and other committees primarily related to education. Two other standing
committees (the Committee on Faculty Appointments, Promotions, and Tenure, and the Committee on
Clinical and Adjunct Appointments and Promotions) are appointed by the Dean after consultation with
the Committee on Committees, and each plays an important role in the promotion and tenure process.
Each of the four sites of the College also has bylaws that define local governance. There is
communication between site and College committees dealing with related issues through the membership
of local chairs or their designees on the analogous College committee.
Currently, there appear to be sufficient faculty in the basic sciences at each site for the traditional
teaching, research, and University service missions. Most are full-time faculty in tenure track positions.
This is accomplished in Chicago with a classic academic departmental structure; in Urbana, faculty have
joint appointments in the College of Medicine and their respective University colleges or graduate
departments; and in Peoria and Rockford, through the more inclusive Departments of Biomedical and
Therapeutic Sciences and Biomedical Sciences, respectively.
The departmental classification and academic track of faculty involved in clinical roles for the College
also varies by site. Part-time and volunteer faculty play a significant role in the education of medical
students at all sites; however, there is a much higher proportion of part-time and volunteer clinical faculty
executing the teaching in clerkships and elective rotations at Peoria, Rockford and Urbana. While the
educational leadership at these sites may face greater challenges of schedule coordination and faculty
development due to the number of volunteer faculty, but there are potential rewards from such
arrangements as well. Community-based clinicians seem quick to accept a mentoring relationship with
our students, and the “real world” health care environment in which they practice may afford considerable
practical application of the learning acquired in classroom discussions. The negative effects that current
financial pressures produce upon clinical teaching paradigms seem to fall indiscriminately upon both full-
time and volunteer clinical educators. Educational leaders must also be on guard to adjust the clinical
curricula to account for these potentially deleterious, economic influences.
At some sites of the College, the teaching, research and service missions have flourished by the hiring of
new department heads that received additional faculty lines. Such recruitment has been extensive in
Chicago and Urbana, less so in Peoria and Rockford. For the clinical faculty throughout the College, a
tremendous effort in patient care is necessary to maintain appropriate levels of funding. This situation is
exacerbated at the sites away from Chicago, with fewer clinical faculty to cover the workload.
The College’s system for promotion and tenure of faculty is impartial, with faculty serving an advisory
role to administrators throughout the process. Peer reviews are conducted at the department, College, and
site levels. The Criteria and Guidelines for Appointment and Promotion of Faculty in the College of
Medicine are consistent with standards and procedures for academic rank as described in the University
of Illinois Statutes and campus operating guidelines for both Chicago and Urbana-Champaign. Criteria for
promotion and tenure are explicit, and faculty are informed about the criteria and tenure forms.
Department heads are informed about the process in a timely manner at department head meetings and in
Significant variation in the amount of protected time for research is a problem for many clinical faculty
members in the promotion and tenure process. Increasing demands to see patients leave less time
available for research. Some tenure track clinical faculty do not have sufficient time for research and,
consequently, do not meet the criteria for promotion and tenure. Department heads/chairs are advised to
protect tenure track clinicians’ time at the outset.
Faculty recruitment in the College is enhanced by its reputation as an active research center in basic and
clinical sciences. Recent capital improvements are important factors in attracting faculty. In Chicago and
Urbana, generous start-up packages are available for new faculty. Although clinical faculty salaries
remain below the national norm, basic science faculty salaries now average above the nationwide mean.
Hindrances to the recruitment and retention of faculty include inadequate physical facilities and low
salaries in some areas. This is especially true in Rockford and Peoria, where research space has not been
upgraded. Another hindrance is the relatively low level of benefits provided by the University. A study
published in 1996 showed that the University of Illinois ranked last of all Big Ten schools in a
comparison of benefit valuation and benefits as a percentage of salary.
When comparing the College’s faculty with the medical student population, there are some differences in
regard to both gender and ethnic diversity. Approximately 26% of the faculty are women, whereas
women constitute about 38% of the student body. In the area of ethnicity, there is a substantially greater
difference between the faculty and the student population. While the College’s percentages of minority
faculty do not vary widely from national averages, it is our large number of minority medical students that
creates the disproportion. The College has endeavored to increase its minority faculty and has benefited
from site and University programs that provide financial support in terms of salaries and research start-up
funds to newly appointed underrepresented minority faculty who are in the tenure track.
There is a high level of interaction and communication among the faculty at all sites. We anticipate the
level will increase over the next few years with new and developing program projects and centers.
Participation on committees also facilitates interaction. Teleconferencing and video conferencing for
various committees improves interaction otherwise complicated by the geographic separation of the four
Professional growth and scholarship are fostered through ongoing College/site programs related to
medical student teaching and appraisal activities, research development, and faculty education/awareness.
Teaching and appraisal activities have led to workshops on teaching in the clinical setting, faculty
development programs on small group teaching, workshops for student advisors, the Residents-As-
Teachers Program, and widespread development of faculty skills in examination development and results
analysis through the student appraisal system. Programmatic research development occurs primarily
through the Office of the Vice-Chancellor for Research and its Office of Research Services.
Faculty education/awareness programs include promotion and tenure workshops, sponsorship of selected
faculty at national professional development programs, mandated mid-probationary review of all tenure
track assistant professors, and annual evaluation of all faculty whose appointments are at 50% or greater.
Individual program effectiveness is variable and is best determined by continuing faculty interest. The
specific programs identified above are those that have demonstrated longevity. Mentoring of junior
faculty occurs at site, College, and department levels, with varying success. The site and College initiated
a mentoring program for all tenure track assistant professors. The College offers an orientation program
for new faculty.
The College of Medicine places high priority on teaching excellence, which is an important criterion for
faculty promotion. A faculty committee developed A Handbook on Evaluating Teaching in the College of
Medicine in 1995. Including more extensive teaching documentation in the paperwork required for the
promotion and tenure review process has raised the awareness of the importance of teaching among
faculty and administrators. Teaching excellence is also rewarded through several site and College awards,
some of which include monetary prizes and / or increases to base salaries.
Although there is no formal mechanism to evaluate faculty satisfaction in institutional decision-making,
anecdotal evidence indicates general faculty satisfaction in decision-making of the College. Some
dissatisfaction has been expressed with regard to faculty input in the distribution of resources.
The Library of the Health Sciences (LHS) is an integral part of the UIC library system, with the senior
administrator located in Chicago and associate site librarians in Peoria, Rockford and Urbana. LHS
participates in statewide, regional and national library networks and serves as the NLM-designated
Regional Medical Library for the Greater Midwest Region. LHS is considered an excellent resource for
medical and graduate students, researchers, and faculty. In recent years, healthy budgets have enabled the
library to maintain the strength of its print collections, expand the electronic collections and support
equipment upgrades. LHS has been able to leverage journal expenditures by canceling duplicate print
subscriptions held at different sites and using the funds to support the acquisition of titles in electronic
format as well as add new, unique print titles. In the year 2000, the overall UIC library subscribed to more
than 2000 electronic journals, 1,200 books in electronic form and 186 searchable databases. The LHS
system operates in an integrated fashion, with planning and coordination of services and resources among
all four sites. Daily delivery service among the sites and use of an electronic delivery system ensures that
items from one site can be quickly delivered to any LHS site requesting them. The LHS collection is
supplemented by other components of the total UIC library, the UIUC library and other research libraries
in the state and region.
Hours of service of all library sites vary between 80 and 96.6 hours per week, with late night hours
Sunday through Thursday. Extended hours are maintained during periods preceding examination. There
is excellent user access to computers with high bandwidth Internet connections. These connect the
libraries with both student and faculty-office terminals throughout the campuses on a 24-hour/ 7-day
basis. With the advent of web-mediated academic content, AV display/playback equipment has been in
lesser demand, but a substantial collection of VCR tapes and players is still maintained and used
frequently. Individual study space and small group areas are available at all sites, but this sort of space is
at a premium. Although the library space in Chicago is adequate, facilities are in need of renovation, and
planning is underway relating to physical improvements in the building.
The library supports education in off-site clinical teaching locations primarily through the steady growth
of the virtual library. As noted above, UIC students, faculty, and clinician preceptors have 24/7 access to
online services and resources from any workstation, even in hospitals and clinics with firewalls. The
virtual library includes not only electronic databases, full text journals and textbooks, but also online
tutorials and instructional web pages, so that users not only have access to resources, but also can receive
instruction on how to select and use these resources at the point of need. LHS librarians also provide
remote reference service, both by email and by telephone. Currently several initiatives are being explored
that would expand reference service available at off-site locations. For example, LHS-Peoria recently
piloted a “Chat Room” for real-time online help that allowed users to engage in a “chat” with a librarian
for help with a search strategy or to answer a reference question. Due to the success of the pilot, the
program is being expanded to include all LHS libraries. As noted earlier, LHS librarians also conduct
orientation sessions, offer classes, and provide in-person consultation and assistance. Accessing
information effectively is the first step toward critical appraisal of its usefulness. Utilizing newer
technologies and scientific advances to foster scholarship will be vital for the continued enhancement of
the students’ future medical practice.
There is extensive high-speed connectivity between and within the entire Chicago and Urbana campuses;
high-speed lines also connect the teaching sites of COM at Peoria and Rockford. M1 students
matriculating in Chicago are required to have computers capable of Internet connection. Many courses at
all sites use web pages to post lecture handouts, images and other material presented in the curriculum.
Because much database software is licensed, network identifications are assigned to all students and
faculty for authentication. Currently, work is progressing to extend authentication capabilities to affiliated
hospital libraries. Computer-assisted instruction (CAI) is used to supplement and enrich traditional
methods of teaching. It serves as an excellent medium for bringing scarce or fragile resources, such as
histology or pathology specimens to the desktop, and it allows students 24-hour access to periodical
literature and full texts. CAI has been used for asynchronous discussions and dialogues with fellow
students and instructors. Planned developments include pre-laboratory practice using virtual anatomy
dissections and a virtual microscope that simulates the full adjustment capabilities of a conventional light
microscope. The Histology course at Urbana already makes extensive use of a computer laboratory with a
library of high-resolution specimens. The 16 case studies of the required M4 neurology course in
Rockford have been available as interactive on-line study since AY98-99, largely for the benefit of
RMED students who have a 16-week rural family medicine preceptorship requirement. There is a need
for greater resources to expand information technology resources and staff; this is currently being
considered by senior administration.
Clinical Teaching Facilities
The COM's clinical resources are adequate at all sites of instruction. The College is sensitive to the
importance of the comparability of educational resources at its multiple sites, and this applies as well to
opportunities for clinical learning. At all sites, both clinical faculty and patients available for teaching are
adequate for the size of the student body. Each clerkship has a director and other key faculty who
participate in the teaching; where the services have residents, they participate also. Instructors provide
grade recommendations, but the clerkship director makes a final grade assignment, based on a system
standardized for that discipline across the four sites. The Chicago site has the largest enrollment. It
currently uses seven affiliated hospitals and more than twelve affiliated clinic sites, as well as
practitioners' offices. Quality assurance procedures are in place to confirm adherence to curriculum and
adequacy of teaching via student evaluation, clerkship reviews and on-site visits by COM administrators.
Urbana uses three primary hospital affiliations, Carle Foundation Hospital, Provena Covenant Medical
Center, and the Danville Department of Veterans Affairs Medical Center. There are clerkship directors
and teaching faculty in each discipline at all teaching sites. Students at Urbana see ambulatory patients at
the three affiliates. Since mid-2000, clinical conferences, lectures and other didactic sessions in Urbana
are centered in a Carle Hospital building specifically built for educational purposes, the Carle Forum,
which is equipped with state-of-the-art teaching equipment. In Peoria, clinical academic teaching and
patient care environments are integrated; both inpatient and ambulatory care is delivered via faculty at the
school's two primary, not-for-profit teaching hospital affiliates (Methodist Hospital and St. Francis
Hospital). Rockford uses three community hospitals (Rockford Memorial, Swedish American and
St.Anthony) for its clerkships. In addition, the Rockford program, which has an emphasis on Family and
Community Medicine, owns and staffs three University Primary Care Clinics, in which all students see
patients one day per week over their last two and one-half years. This combination makes for an effective
clinical teaching milieu.
Throughout the system, administrators of the hospital/clinics and university administrators, from
clerkship directors to deans, interact to solve issues and to accommodate the joint needs for teaching and
patient care. Of course, neither the College of Medicine nor the hospital/clinics are immune from
financial pressures, but in general, relationships at most of the clinical teaching facilities are stable.
Facilities and faculty for the teaching of Primary Care are adequate. There is an increasing emphasis on
recruiting primary care physicians at the affiliated clinics throughout the system. Early introduction to
clinical medicine is stressed at both Chicago and Urbana (the two sites where M-1 instruction is offered):
in Urbana through the Medical Doctor Advisor (MDA) program, and in Chicago through the Longitudinal
Primary Care program. Both programs emphasize student assignment to primary care physicians. Student
evaluations of this early introduction to clinical medicine are favorable.
In summary, the facilities for library, computer and information technology, clinical teaching facilities,
and patient access appear to be adequate to meet our current and projected programmatic requirements.
There is need for physical renovation in the Library of Health Sciences in Chicago, but the effectiveness
of the program is not impaired. The use of computers is well established throughout the system, and there
is increasing use of information technology as an educational supplement. Increased funding for
information technology would be useful. Traditional hospital and clinical resources for training are
satisfactory; relationships and affiliations are stable throughout the system and they support an effective
clinical teaching program.
VII. Graduate Education in the Basic Sciences
The College of Medicine has made a major commitment to graduate education in the basic sciences. The
programs are chiefly located at the Chicago and Urbana campuses. At Chicago all of the programs are in
departments of the College of Medicine. At Urbana these programs are offered by departments that are
primarily administered by the Colleges of Liberal Arts and Sciences; Agricultural, Consumer &
Environmental Sciences, and Communications, but each has faculty jointly appointed by the College of
The majority of the graduate programs admit students to the PhD program and do not have a specific
masters program. At the Chicago campus, the number of PhD students per department varies from 14 to
54; the Department of Medical Education has 98 students enrolled in its masters program. A total of 180
students were enrolled in programs last year; there were 25 doctoral degrees awarded.
There are currently 40 students pursuing the MD/PhD degree in Chicago. As previously noted, graduate
training takes place in one of the five COM basic science departments as well as in the Departments of
Biological Sciences and Bioengineering in the Colleges of Liberal Arts and Sciences and Engineering,
respectively. Four students will complete the program in 2001. The program accepts six outstanding
students each year from undergraduate institutions nationwide.
One of the programs for which the COM at Urbana is most well known is the Medical Scholars Program
(MSP), which is co-sponsored by the College of Medicine at Urbana-Champaign and the UIUC Graduate
College. There are currently 172 students enrolled in the MSP pursuing the MD degree along with
graduate training in over 35 graduate departments and programs.
Both the MD/PhD (Chicago) and the MSP (Urbana-Champaign) programs promote interaction among
these aspiring physician-scholars with annual research symposia allowing students to present their
research findings and also to hear prominent physician-scholars from throughout the United States and the
world present their research and career path presentations. Seminar series, evening dinner seminars, and a
graduation banquet foster group cohesiveness and camaraderie.
At the Urbana campus, several NIH training grants form an important basis for funding students in most
departments. At the Chicago campus, NIH training grants in Cellular Signaling in the Cardiovascular
System, and Signal Transduction and Cellular Endocrinology, and a Training Program in Lung Biology
and Pathobiology, help support a number of students in the programs.
Interaction between the graduate and medical students is generally considered beneficial and helps the
MD/PhD students bridge the content between the two training programs. In some departments senior
graduate students assist in the development and implementation of some of the laboratory courses offered
to medical students. This provides teaching experience for the graduate students and the medical students
benefit by having more direct access to the student instructors. In addition, medical students in good
academic standing at all four sites are encouraged to undertake research projects early on.
The quality of graduate students and their training is reflected in their being highly competitive in
regional/national student forums, and more important, by their placement upon graduation. A good
example of the former is the medical student research forum in which both graduate and medical students
from the College of Medicine have won awards at the midwestern and national competitions.
The potential and manifest weaknesses in the graduate programs are not unique to this institution. The
two major problems stem from (1) funding levels and (2) the continuing decrease in numbers of domestic
undergraduates choosing to go on to graduate careers in the biomedical and life sciences. All of the
departments involved have identified a necessity to raise the stipend offered for graduate studies. One
aspect of recruitment that continues to be a national and local concern has to do with minority students.
There has been a substantial and continuing effort by both the Chicago and Urbana campuses to reach out
in various forums, locally and nationally, to minority student populations, including summer research
Construction of new research buildings is underway on both campuses, and is expected to foster
continued growth in biomedical research and excellence in the graduate programs. Appointment of two
new department heads in the basic sciences at the Chicago campus in the next year will also be a positive
VIII. Graduate Medical Education
Graduate Medical Education in the College of Medicine is an integral part of the College and
substantially impacts the education of medical students. Mechanisms for governance, oversight and
evaluation of GME programs are well established at each site and function appropriately. The two sites
with the most graduate programs, Chicago and Peoria, have been awarded the full five-year approval
from ACGME. Programs without a substantial residency presence cope well with the services of
attending physicians. Any changes envisioned are not of great magnitude.
At the Chicago site, the Graduate Medical Education Committee (GMEC) provides oversight of the
residency programs. In Peoria, central oversight is accomplished by the Joint Committee for Graduate
Medical Education (JCGME) that includes all residency program directors and associate directors,
department chairs, and hospital and university administrators. In Rockford, central oversight for GME
(which presently consists of a Family Practice Residency) is provided by the Assistant Dean of Graduate
Medical Education, in conjunction with the Residency Advisory Committee. In Urbana, the Residency
Oversight Committee provides central oversight for the Internal Medicine Residency Program.
All sites for which there is extensive contact between residents and students have a mechanism for
acquainting residents with the educational objectives of their departmental clerkship and their role in
teaching and evaluating medical students. Mechanisms vary from site to site. Most sites have some type
of institutional program to teach residents how to teach and evaluate medical students.
Chicago’s Obstetrics and Gynecology Residency Program received probationary accreditation on
November 30, 1999. No other residency is on probation. Overall, most of the residencies are remaining
constant in size. However, a few changes are in process in Chicago. Physical Medicine and
Rehabilitation will be phased out as of August 2001. The Ophthalmology, Otolaryngology, and
Emergency Medicine programs are each decreasing the number of positions by three. The Cardiology
program at Christ Hospital is being integrated into the Cardiology program at the UIC Medical Center.
All of these changes are being made in response to market influences and to “right size” the programs to
fit the available educational material. These changes should not have a negative impact on medical
The Urbana campus does not anticipate any major changes in their graduate medical education programs
in the near future; however, they are currently exploring new training sites and identifying preceptors in
surrounding communities who can support specific areas of the existing curriculum.
Although there are presently no firm plans in Peoria to create new residency programs, or to expand
existing ones, several opportunities for growth will be explored in the coming year. There are no plans to
drop or reduce any existing residency programs.
No significant changes are anticipated in the Family Practice residency that would impact the education
of medical students at the Rockford site.
IX. Continuing Medical Education
Continuing medical education is an integral component of the academic program at all four College of
Medicine sites and the College is accredited by the Accreditation Council for Continuing Medical
Education (ACCME) to grant Category 1 approval for CME activities.
The four sites function as an integrated CME unit. The College CME Program is directed by the senior
associate dean for educational affairs. Each site has a local CME Advisory Committee with an oversight
committee, the College Committee on Continuing Medical Education at the College level. This approval
process is consistent with ACCME policy and allows for standardization of CME activities.
While resources and staffing differ somewhat at each site, funding and available personnel at the four
sites appear to be appropriate and adequate. Support for the parent College Committee on CME in
Chicago and the college-wide support for the CME program is provided from state funding by the dean.
Last year, revenue from these activities exceeded expenses by $188,147.
Primary characteristics of the activities at each site are related to local educational program goals and to
the size of clinical departments at the sites. Each site also has activities that target teaching skills, which
therefore promote faculty development. In addition, undergraduate students benefit from CME in several
major ways: 1) They attend CME activities, conferences, grand rounds, etc., as part of their clinical
rotations, learning directly from program faculty. This offers the students the opportunity to learn beyond
the basic curriculum, study topics of interest in greater depth, and interrelate with faculty/experts outside
their normal contacts. 2) They interact with University of Illinois faculty who prepare, teach and attend
CME activities. 3) They have the opportunity to observe attending physicians learning, which provides a
positive role model for the life-long learning that the College endorses. 4) They benefit from faculty
development activities aimed at teaching, since curriculum development and teaching methodology
improve as a result.
All sites of the College of Medicine have active research programs as measured by extramural funding,
faculty publications in peer reviewed journals, and the opportunity for medical students to engage in
independent research projects under the direction of a faculty sponsor with externally funded research
programs. Research programs differ from site to site, but the general principle underpinning research at
all four sites relies on cellular and molecular approaches to basic and clinical aspects of disease.
Extramural funding for research programs has grown across all sites over the past seven years as reflected
by the shift in the College of Medicine's NIH rank among the nation's 125 medical schools from 62nd in
1994 to 48th in 2000. Research programs in Peoria and Rockford remain modest since both of these sites
were established as community-based medical programs to enroll about 50 students per class in the M2,
M3 and M4 years.
No significant deficiencies were identified in the institution's support for faculty research programs or in
laboratory facilities. The most pressing needs continue to include adequate institutional support for
maintenance of the physical plant and the improvement and expansion of the facilities available for
faculty research at all sites. Some shortcomings have been corrected with the construction of new
research facilities in Chicago and Urbana, but building repairs and maintenance continue to be chronic
deficits in institutional support that plague the physical plant available for research at all four sites.
Institutional Review Boards operate at all sites, and all have been remodeled to comply with
contemporary expectations for investigator education, the privacy and consent of research subjects, and
conflicts of interest as promulgated by the Office for Human Research Protection, Department of Health
and Human Services. Education programs are in place at all sites to make students, residents, staff and
faculty aware of the need to adhere to a common set of ethical principles governing the conduct of
research and the need for the objective management of real or perceived conflicts of interest in the
conduct of basic or clinical research.
XI. Medical School Departments
Basic Science Departments
There is a major commitment to medical and graduate education in the basic sciences at the College of
Medicine. At the Chicago and Urbana sites, the basic sciences are organized along traditional
departmental lines such as anatomy and cell biology, pharmacology, physiology and biophysics, and
microbiology and immunology. A noteworthy change on the Chicago campus is the pending merger of
the Departments of Biochemistry and Molecular Biology and Molecular Genetics into one department.
The structure of the basic science programs varies from campus to campus. All four campuses have
Departments of Pathology. The Chicago campus includes a Department of Medical Education that plays a
unique service role in the College of Medicine. The Urbana campus has a Medical Humanities and
Social Sciences Program whose mission is to foster and develop a high quality interdisciplinary research
and education program between medicine and health care on the one hand and the humanities and social
sciences on the other.
At the Peoria and Rockford campuses, the basic science disciplines come under the aegis of single
Departments, Biomedical and Therapeutic Sciences and Biomedical Sciences respectively. The
Department of Biomedical and Therapeutic Sciences in Peoria changed its name from Department of
Basic Sciences in 1995 to better reflect the addition of its new section of Clinical Pharmacology. This
department is now responsible for the teaching of microbiology and pharmacology, which includes
clinical pharmacology and therapeutics to medical students and residents. The Department of Biomedical
Sciences in Rockford is responsible for teaching primarily pharmacology and microbiology to second-
year medical students and is currently exploring the development of a masters degree program in
Most departments throughout the College of Medicine have an elected Advisory Committee and those
with graduate programs, a Graduate Education Committee. The consensus of the COM faculty is that they
have adequate input at the departmental level.
While there are some departments on the Chicago campus in need of space renovation, physical facilities
have been improved by the opening of the Molecular Biology Research Building and renovation of
research laboratory space in some COM basic science departments. As previously noted, the new College
of Medicine Research Building scheduled for opening in spring 2004 will address many of the space
problems that exist today. On the Urbana campus, some departmental space has been renovated and the
Regional Dean is developing plans for the construction of new laboratory space, which should improve
the physical facilities.
The situations relevant to space and facilities for the basic science departments are somewhat different at
the Peoria and Rockford campuses. At Peoria, the facilities are approximately seven-years-old and
currently undergoing renovation. This has created less than optimal working conditions due to repeated
space reassignment and moving laboratories and equipment. Once renovations are complete, it is
expected that the short-term space needs will be adequately addressed. Moreover, the Regional Dean is
developing plans for the construction of new laboratory space, which should improve conditions and
enhance recruitment of new faculty to the campus. At Rockford, office and laboratory space are currently
adequate. However, new laboratory space is being considered in the evolving capital building proposal to
address regional needs.
Financial resources for the basic science departments are constrained, as they are throughout the College
of Medicine. Funding for faculty salary increases, recruitment of new faculty and replacement of aging
equipment is a concern for the entire COM but appears to be more acute on the Peoria and Rockford
campuses. The ability to conduct departmental research derives primarily from extramural funding. All
departments appear to be meeting their current teaching obligations, but the ability to expand or develop
new programs in some departments would require infusion of additional funds.
Overall, the number of faculty positions in the basic science departments currently appears to be adequate
to meet the departments’ responsibilities. In Rockford, Peoria and Urbana, some departments are quite
small, but they meet their teaching, research and service obligations because of the exceptional efforts of
their faculty, often relying heavily on part-time and volunteer faculty.
When departments have hired new full-time faculty, the quality has indeed been impressive. Within the
last 3-4 years, several new Department Heads have been hired within the COM and have done an
excellent job providing leadership and direction for their respective departments.
The presence of graduate/research programs in the Basic Science departments is beneficial to the training
atmosphere for the medical students. Very often, both graduate students and postdoctoral fellows play an
important role in the day-to-day learning experience of the medical students. In several departments,
graduate students and postdoctoral fellows assist faculty members in supervising course laboratory
sessions and tutoring students.
The quality of teaching is evaluated by class observations by both faculty and students. Student
evaluations include written commentary at the end of a course, meeting with student review groups during
the course and informal feedback. Course evaluations are conducted by the Curriculum Committees, and
they are discussed at the departmental level and with individual faculty members by the Department
Head. Student satisfaction is regularly evaluated by questionnaire; students are generally satisfied with the
quality of their instruction in the basic sciences.
Active research programs are present in all departments, as evidenced by the following: extramural grants
and contracts, publications of papers in top quality peer-reviewed journals, service on peer-review grant
committees and editorial boards, and participation in national and international symposia and scientific
panels. The level of extramural funding, particularly NIH funding, has increased year-by-year and several
departments are listed in the top quartile of NIH funding nationally. These activities are judged to
reinforce the quality of teaching provided to the medical students.
Faculty serve on various departmental, College of Medicine and University committees. They engage in
service nationally as journal editors, on editorial boards, on NIH study-sections and other scientific
review committees, and as organizers and chairs of national and international meetings. Faculty regularly
participate at major meetings in their fields of interest and routinely review manuscripts for major
journals. In addition, they participate as invited speakers at other institutions’ lecture series and in
departmental lecture series within our College of Medicine and University.
Clinical Science Departments
The Clinical Departments in each of the four sites of the College are functioning effectively and meeting
the goals of teaching, research, and clinical service. Many departments face unique challenges, and
variations in community needs may modify the departmental focus of the separate sites of the College.
For example, subspecialty departments (e.g., Urology and Emergency Medicine) exist only on the
Chicago campus. When subspecialty units are not part of the program site structure, the teaching and
research functions in these disciplines are fulfilled in the departments of Medicine and Surgery on the
A detailed listing of faculty numbers by department for each campus is included in the Clinical Science
Department Summary table in the database. The assessment of the Self-Study Group is that the number of
faculty on each campus is adequate to maintain an effective and comprehensive program of teaching,
research, and service at each site. There is a reasonable blend of junior and senior faculty on each
campus. Many departments have exhibited significant growth in numbers over the past several years.
For example, the Family Medicine Department on all four campuses has exhibited marked increases in
faculty numbers of between 20 and 50% since 1994. Most department heads have held positions for a
length of time, which provides stable leadership to the College. Some key positions are currently
anticipating the retirements of long-time department chairs; interim personnel lead others.
All educational sites have been blessed with a dedicated cadre of volunteer and part-time faculty who
provide significant teaching and clinical service for the College. However, heavy reliance on these faculty
may place the departments in a difficult situation should significantly increased demands for clinical
productivity be placed upon faculty by outside forces, such as hospitals and health care systems that
employ these physicians and teachers. At this time, departments have been able to adapt to changes in
their local medical communities and thrive in spite of these concerns.
Total expenditures and grant and contract revenue summaries are listed for each clinical department in the
database. Each department, particularly those involved with primary care, has noted increased pressure
for clinical productivity on the part of their faculty. Some departments, most notably Pediatrics and
Emergency Medicine in Chicago, are markedly affected by this trend. The populations that these
departments serve are largely indigent, and reimbursement for care of these patients is relatively low and
difficult to collect. As a result, clinical duties significantly impact the volume and quality of scholarly
activity that faculty members can produce, adversely affecting eventual promotion and retention on the
tenure track. In large measure, however, the clinical departments have been able to develop diverse
funding strategies and adapt to changing conditions to adequately fund their educational, research, and
clinical service programs.
With few exceptions, space and facilities resources are currently adequate to allow the College’s clinical
science departments to fulfill their missions. In certain instances, facilities are described as out of date,
but plans are underway to renovate much of this space. Often affiliated hospitals and health care entities
have been extremely generous in donating and sharing space with the educational programs of the
College, especially in the regional sites. In particular, the Carle Foundation Hospital and Clinic in Urbana
has been very supportive.
Some sites, particularly in Chicago and Peoria, note that recruitment of new faculty to their departments
has been hampered to some degree by limitations of space for research and laboratory facilities. In other
cases, space is adequate but scattered throughout a community, making departmental communication
difficult. Many of these problems are already being addressed, particularly in Peoria where anticipation
of a regional children’s hospital may remedy the space difficulties of the pediatric department there.
The multiple teaching programs provided by the clinical departments appear to be effectively achieving
their goals. Many departments, in particular those on the regional campuses, have both teaching and
clinical service to their communities as central missions. Faculty time commitment to teaching is high,
especially among the volunteer faculty in these regional campuses. Residencies run by the College are
well respected and popular.
Departments responsible for core required clerkships assure uniformity of clerkship goals and assessment
procedures through their respective Educational Coordinating Committees, which meet regularly. Overall
responsibility for these teaching programs rests with the College Committee on Instruction and Appraisal.
Research productivity is a priority of the College, not only in Chicago, but in the regional sites as well. In
many departments, despite a stated focus on education and service, significant research funding,
productivity, and scholarship have been achieved. Many departments have significant plans and
expectations to increase their faculty’s research productivity. In some cases, however, these plans are
hampered by a lack of available space and resources to carry them out. Some departments are prevented
from participating in research unless they receive a significant increase in resources. In some instances,
clinical demands have been increasing to the point at which scholarly activity and research productivity
become difficult to achieve, as stated above. In large measure however, the clinical departments of the
College have had some success in crafting mechanisms to protect time for faculty to complete important
scholarly work. The output of the faculty has been significant.
The departmental reviews reveal that significant clinical service is provided in all sites by all clinical
departments. The demands of service, and especially of generating patient care dollars as a means to fund
the activities of the departments, has been noted. Despite faculty concerns about the uncertain nature of
this trend, to date the College clinical departments have been able to meet the service requirements of
their communities without sacrificing the quality of either the teaching programs or the research efforts
for which they are responsible. These departments, while not resting easily about this situation, have so
far been able to meet the challenges and maintain a high level of quality in all spheres of activity.
The development and acceptance of the graduation competencies in both cognitive and non-cognitive
domains, with full endorsement of the four regional sites as well as the College Executive Committee,
provide a major mechanism for coordination of the curriculum across all program sites. It has enabled us
to look at our multiple curricular tracks (RMED, RSPP, MSP, MD/PhD, MD/MPH, MD/MBA, James
Scholar), and insure that they meet this set of basic competencies while still enabling them to provide
additional emphasis for the multiple programs of the College. This and the unique characteristics of each
program site provide the ability to accomplish our multiple missions.
The College has a very extensive curricular review process that provides for comparability and quality of
educational experiences at all sites. The responsibility for implementing this process belongs to the
College Committee on Instruction and Appraisal (CCIA) in conjunction with the senior associate dean for
educational affairs. CCIA reviews the overall curricula from the program sites and the special programs
such as MD/PhD, James Scholars, and RMED. These programs and curricula are reviewed using a well-
defined protocol that provides formative as well as summative evaluation. The individual courses and
clerkships are reviewed by the program site curriculum committees and reported to the CCIA. Many of
these reviews utilize modifications of the same review protocol; most are done on a three-year cycle. The
effective role played by the Dean’s Office, the Education Coordinating Committees, and the CCIA in the
development of College-wide standards for curriculum and evaluation has insured comparability of
experience and of student assessment across all program sites while permitting the regional curriculum
committees to take advantage of their own unique community, needs, and facilities in implementing the
The decrease in basic science contact hours in the M1/M2 years has provided the time to more fully
incorporate the needed early clinical experiences and the integrative approach to basic/clinical sciences.
The early emphasis on the role of the literature and evidence based medicine has provided our students
with the beginnings of their experiences in lifelong learning.
The College faculty is strong and experienced, with continuing recruitment to assist in its growth and
renewal. The faculty has demonstrated excellence in and commitment to teaching, and is productive in
research as well as service. In FY 00, the faculty was awarded over 64 million dollars in external
funding; during that time, approximately 1,700 scholarly publications were authored. We have had
superb results in our department head searches and have been able to recruit several eminent heads. We
have brought our basic science faculty salaries up and they now average above the national mean.
We have been able to recruit and maintain a large number of dedicated volunteer and part-time faculty
enabling us to provide for early clinical experiences for our students as well as providing for the needs of
the clinical clerkships. This is one reflection of the strong teaching commitment at all the program sites
and in the clinical settings at those sites.
The large applicant pool is more than adequate to allow the College to maintain its enrollment and select
candidates who reflect a diverse and capable student body. While the applicant pool for MD programs has
decreased nationally by almost 14 % and by Illinois residents by 17.5%, applications to UIC COM have
only decreased by 9.6%. Furthermore, despite the fact that the Admissions standards have risen each of
last four years, the number of qualified (academically eligible) applicants has increased by over 26%,
suggesting an increased awareness of the quality of the program, as well as a continued demand for its
Over 87% of each year’s graduates receive one of their first three choices for residency programs. In
2000, 96% of the graduating class participated in the National Residency Matching Program, and 97% of
these were successfully matched in a residency program. These figures are clear indicators of our
students’ success in progressing to the advanced stages of medical education.
Role of Graduate Medical Education
Having successful graduate medical education programs help the medical student curriculum and teaching
in many ways. Dedicated, talented physician faculty are often attracted to the medical school because of
the graduate medical education programs and become involved with medical student teaching as well.
This has been a major source of volunteer faculty. The stability of the GME programs and the five-year
ACGME accreditations in Chicago and Peoria, attest to the strength of the GME activities.
All sites in which substantial resident-student interaction exists provide residents help in developing
teaching and evaluation skills to enhance their effectiveness with students. Major effort is being placed
on furthering this teacher training.
The College’s GME education sites have access to large and varied patient bases. These are the same
sites used by our medical students. In many instances, the ability of the College to use some of these
patient care sites is because of the presence of the residents. For many institutions and practicing
physicians the presence of residents represents the “coin of the realm,” the real incentive for their
participation in the teaching program.
Research income has been growing at double-digit rates in Chicago and continues to be strong in Urbana.
All four sites have active research programs as measured by extramural funding, faculty publications in
peer-reviewed journals, and the opportunity for medical students to engage in independent research
projects under the supervision of a faculty sponsor with externally funded research programs. Extramural
funding for research programs has grown across all sites.
Organization and Governance
The College functions well as “one College” and communication among the geographically separate sites
is excellent. The governance structure affords all sites sufficient flexibility and autonomy to develop
individual strengths and to respond efficiently to local concerns and issues, while ensuring that all sites
act with a common sense of purpose and direction such that the curriculum across the sites is comparable
and of uniformly high quality and that academic administrative decisions adhere to a common set of
The governance structure includes college wide committees that utilize a uniform policy for student
progress and promotion, with initial review at the site and final action by the College Committee on
Student Promotions (CCSP). This parallels the functioning of the College Committee on Instruction and
Appraisal with the site curriculum committees.
The College has recently significantly expanded the “Clinical Performance Center” in the former
pediatrics clinic in Chicago. This has more than tripled the space available for standardized-patient-based
performance assessment. In Urbana-Champaign, the College has access to outstanding facilities, e.g., the
Beckman Institute for symposia and conferences, and the new Carle Hospital Foundation Forum teaching
building, which has become a primary center for instruction in the second year.
Clinical Teaching Facilities
There is a strong commitment for space allocation and teaching space from clinical partners and hospitals,
especially in the regional campuses. Our multiple primary teaching facilities provide a diverse clinical
experience and educational environment. These facilities range from rural and urban ambulatory health
care centers, to community hospitals, major metropolitan hospitals, a university hospital and Veterans
Administration hospitals. The ability of students to select clerkships in a variety of clinical settings
exposes them to the diversity of environments in which medical care is provided.
Areas of Concern
Student health services and insurance historically have differed at each site. There is now a single health
insurance plan and a single method for the operation of the health service. As the new plan has just been
implemented it will need careful monitoring to insure its success and equality of service throughout the
Tuition has increased rapidly and significantly. Although there are no additional increases in the
planning, the impact of these increases has been significant on our student body. Additionally, the
University has instituted a surcharge on all tuition which adds to the concern.
There is a disproportionate reliance for clinical teaching on part-time and volunteer faculty. This reliance
necessitates increased faculty development as well as more intense monitoring of the teaching.
Dependence on volunteer faculty places some activities at risk if outside forces place more demands on
faculty members, particularly in regional sites.
Reliance on clinical dollars from patient care activity constrains significant teaching and research
productivity of faculty in some departments. At the same time clinical faculty salaries remain below the
Inadequate physical facilities and low salaries in some areas hinder recruitment and retention. This is of
particular concern in Peoria and Rockford.
In a number of disciplines, the faculty salaries and medical service plan salaries are below national norms.
Furthermore, the University of Illinois is ranked last among Big Ten schools in a comparison of benefit
valuation and benefits as a percentage of salary. These issues do not seem to have caused any major
retention or recruitment problems over the past several years.
Revenues from clinical practice (Medical Service Plan) have been flat at all sites for the last four years.
There are significant facility concerns throughout the college sites. None of them have prevented
teaching/learning activities although they have made the activities less pleasurable and difficult to
There is a deficiency of small rooms for teaching in Chicago, but there is a plan to renovate space as it
becomes available when the new COM Research Building is completed. The student facilities in Chicago
are inadequate for the size of the student body and there is no way to provide space for learning
communities or even the current special curricular programs. Facilities in Chicago are in need of
renovation and all sites indicate a need for modern research space. Several capital projects have been
initiated to address these problems.
The problem of deferred maintenance and aging facilities will continue to be a problem for the
The College Financial Aid Office as well as the Admissions Office have inadequate space in which to
There is a serious need for either upgraded or new educational space at the Rockford site. The current
primary classroom and multi-use small group rooms are inadequate for the evolving educational
programs. Additional room for augmented student support, offices for our new and expanding programs,
and enhancements to the library and food service facilities could be included in the building project.
At Urbana, the M1 lecture hall needs extensive remodeling to address problems with lighting,
environmental control, acoustics, and seating.
Recommendations for Improvement
College Committee on Instruction and Appraisal
The Committee has been effective in the monitoring of the curriculum at the program sites and for review
of the special curricular programs. It should implement the evaluation methodology approved by the
Committee in the past and adopt or modify it to be used for course and clerkship evaluation at the
In order to best modify the M1/M2 curriculum to meet the changing needs of the community and the
College there needs to be a continuous review with special attention to the M1/M2 density and integration
of the courses and content. Continuation of the process of replacing lectures with small group activities
and the additional use of web-based systems to supplement laboratories should be explored.
The grading system in place has not been reviewed since its major overhaul several years ago. Now that
the honors criteria are stable and consistent across all program sites, and there is a Basic Science
Education Coordinating Committee to monitor the grading in the M1/M2 years, it is time to reevaluate the
criterion-based system in the clinical years. This process should be implemented through the clinical
Education Coordinating Committees, coordinated and approved by CCIA.
Mid-clerkship feedback to students is a requirement, but remains problematic. Clerkship directors and the
program site curriculum committees need to enforce the required mid-clerkship formative evaluation. At
the same time there is a need to enhance the student evaluation and feedback process.
Several Self-Study groups as well as the LCME Task Force suggested there should be an increased use of
standardized patients in clinical teaching and student assessment
Efforts must be continued to further integrate the graduation competencies into the curriculum and
develop appropriate instruments for measuring attainment of these competencies. The Committee should
investigate mechanisms for the integration of the Graduation Competencies with the ACGME and
Collaboration among the Program Sites
Better coordination among program sites is needed to encourage more frequent exchange among the
student body for clinical clerkships and especially for senior electives. Efforts to identify opportunities for
more collaborative research across all sites should be formalized.
Use of Outcome Data
The Outcomes Study data should be used to evaluate the special curricular programs as well as the
standard curriculum to determine if the programs are meeting their goals.
The data from the Outcomes Study should be presented to the appropriate committees to review the
admissions process, the success of our students, and assess the need for curricular change. Finally, the
data need to be analyzed by the COM Executive Committee to fulfill its role in enforcing educational
Continuous Operation of Education Coordinating Committee
The Office of Educational Affairs must carefully monitor and assist the Education Coordinating
Committees in meeting their charges. It must provide the resources and data needed to accomplish their
Use of Computer Technology in the Curriculum
Efforts should be undertaken to evaluate the role of computer-assisted instruction in the overall
curriculum and to explore which methods are most efficient in increasing current and continuous lifelong
learning. This should be a charge for CCIA and the Office of Educational Affairs for the current
academic year. The specific charges to these groups should be to optimize the benefit of computer
technology in the curriculum as an adjunct to traditional faculty-student interaction; the role of web-based
and other forms of computer-assisted learning; how to enhance the use of information technology in the
curriculum; and the use of computer technology in case-based studies to assist in decision analysis,
clinical decision- making, evidence-based medicine, and problem solving.
With the pressures on faculty to generate more income from grants and patient care while more faculty
time is needed to teach in small group settings, the role of faculty development becomes more important
than ever. Formal teaching programs for faculty and residents need to be expanded. These programs
should focus on the specific skills appropriate to the individual faculty member’s teaching/learning needs.
In order to maintain an atmosphere of scholarship, additional faculty development is needed to help
faculty maintain their research and other scholarly activities and the residents begin their efforts in these
With the goal of creating lifelong learners and providing the students with the foundation for dealing with
uncertainty in order to properly utilize the principles of evidence and the evidence-based medicine
process, the library must have the appropriate budget, personnel, and facilities. Faculty from the Library
of the Health Sciences should have joint appointments in the College of Medicine and participate as
members on the curriculum committees.
Physical plant maintenance must be a serious consideration by the University for all its campuses
including the program sites of the College of Medicine. An example is the need at Urbana to remodel the
M1 lecture hall. Additional space needs to be found to provide the appropriate environment for efficient,
user-friendly offices for Financial Aid, Admissions, and the Urban Health Program. In Chicago, a
teaching/learning center is needed; architects should be retained to develop the plans. Additional student
space is needed for study and relaxation. At Rockford there is also a need for more small group teaching
rooms as well as a student recreational area.
The College needs to identify additional financial resources to provide financial assistance to students
through increases in scholarships and additional loans.