Continuous Quality Improvement & Accreditation


Clinical Supervision

What faculty development is provided for residents and clinical faculty?

Microskills for the One-Minute Preceptor



What is the clinical supervision policy?


Curricular Objectives

What are the COM Program Objectives?

The College of Medicine’s current program objectives are the following:

  • Patient Care
  • Interpersonal and Communication Skills
  • Professionalism
  • Personal and Professional Development
  • Knowledge for Practice
  • Practice-based Learning and Improvement
  • Systems-based Practice
  • Interprofessional Collaboration


These program objectives guide the COM curriculum; all curricular course level objectives, session level objectives and assessments “map” to these program objectives (this “mapping” is housed in the COM’s curriculum mapping software, One45).  The program objectives of the COM are determined by the faculty. Each year during a summer retreat, CMAC reviews and approves the COM’s program objectives.

As part of the LCME self-study process, it was determined that the current COM program objectives needed to be more granular and specific to NEOMED’s mission, vision and values. In August 2018, CMAC charged the Associate Dean of Medical Education to form faculty subcommittees with expertise in each of the current program objective domains. Each subcommittee was asked to create a draft of 3-6 NEOMED program objectives under each domain.  In January 2019, draft program objectives were presented to CMAC. CMAC then charged a working group to further refine the draft program objectives, vet the draft with stakeholders, and finalize the document for CMAC approval this summer. This process is currently taking place. The final program objectives will be presented to CMAC during the summer retreat in 2019.  CMAC will vote to approve the new program objectives at this point, with AY 19-20 being a transitional year where the new program objectives are being mapped to the curriculum. They will be fully implemented in AY 20-21.

What are the COM Clinical Experience Objectives?

All clinical experience objectives are available for stakeholder viewing on the NEOMED website. These clinical experience level objectives “map up” to the COM’s program objectives, described above. Links to each core clinical experience’s objectives are linked below:


Questions regarding program objectives can be directed to Ryan Palmer, Ed.D., associate dean of medical education.

Clinical Site Comparability

What does comparability mean?

“Comparable” does not mean the same thing as “equal.” We are working very hard to ensure that all our training sites have the following things in common, which the LCME expects regarding comparability:

  1. Identical learning objectives: As you are aware, the objectives for each discipline clerkship are identical across all sites.
  2. Identical assessment instruments and criteria for evaluation: Again, the final grade report form and behavioral anchors for describing below and exceeds expectations performance are identical at all sites in all disciplines. That being said, we do acknowledge that there are “easier” and “harder” graders. We have started providing feedback to all clerkship site directors regarding their distribution of clinical grades compared to their same-discipline counterparts so they can identify their own grading tendencies. We have seen outlier grading tendencies adjust more closely to the mean as a result.
  3. Comparable educational opportunities for all students: The clinical skills experience portfolio (CSEP) defines the core required experiences for each clerkship regardless of site. We monitor CSEP responses by site in an attempt to ensure a comparable experience at students at all training sites. We understand that the hours may be more intense in some sites compared to others. To address this, we have defined ranges of acceptable hours, have instituted medical student work rule hours, and have instituted mandatory independent study time during the last week of the clerkship, all of which we monitor regularly.
  4. Effective instruction at each site: Your feedback on the end of clerkship survey is crucial in our efforts to ensure effective instruction. The M3 course director and the discipline specific clinical experience director review that feedback at the end of each clerkship cycle so we can provide feedback to the sites to improve your learning experience. Please continue to provide your honest feedback! 
  5. Monitoring and adjustment as needed: All of the above is done towards continuous improvement. We will never be perfect, but working together, we are determined to provide you with a high quality and comparable experience at all of our training sites.

Student Diversity

What is the COM Admissions statement on diversity?

Northeast Ohio Medical University College of Medicine’s (NEOMED COM) mission is to “inspire medical students to become exemplary patient care centered physicians,” who “seek to improve the health and quality of life of the communities of Ohio and beyond, including those both diverse and underserved.”

The Admissions Committee of the NEOMED COM strives to matriculate students who display characteristics which will best enable them to practice as integrated providers in the communities of Ohio and beyond, and who work to achieve health equity**. The committee values those attributes aligned with an intention to serve diverse and underserved populations, namely: economically disadvantaged students, students from underrepresented in medicine populations, veterans, first generation college students, and students from rural or medically underserved areas. In concert with our college mission, we will strive to admit students with these qualities.

**Health Equity is when everyone has the opportunity to attain their full health potential and no one is disadvantaged from achieving this potential because of their social position or other socially determined circumstance (Source: Centers for Disease Control and Prevention).

Contact Hours Policy

What is the Contact hours policy?

All site directors, clinical faculty, and residents should receive reminder of NEOMED medical student duty hour’s policy. This information will be sent again to all site directors and coordinators at the beginning of each academic year.

In brief our duty hours are the same as for residents: in brief, 80-hour weekly maximum averaged over 4 weeks; 1 day off in 7 averaged over 4 weeks; 24-hour maximum shift plus 4 hours for education and continuity of care (no new patients); at least 14 hours off after a 24 your shift, and 8 hours off between other shifts.

View the Policy

M4 Electives Policy

All medicine students are advised to align their M4 schedule with their career goals. M4 schedules must have balance with regard to rotation specialty, location, practice setting, and discipline diversity.

Alternatively, see this introductory excerpt from the M4 Elective syllabus with all details:

The M4 Experiential Rotations Course requirements consist of seven (7) experiences, each being four (4) continuous weeks of instruction. There are three (3) core required experiences, namely: critical care, outpatient, and a sub-internship. The four (4) remaining experiences can be additional experiences in one of the core settings or another experience that would not meet the definition of a core experience but would meet the requirements of an M4 Experiential rotation. At least three (3) of the four (4) remaining rotations must be done in the clinical setting (i.e., you may only do one research rotation).

At least two (2) experiences, of any category, must be completed at a NEOMED-affiliated location. The remaining experiences may be completed at a NEOMED-affiliated location or through another medical school or hospital (away rotations). All experiences not in the NEOMED catalog must be approved by the Course Director prior to the student beginning the experience. All rotations, whether with NEOMED affiliates or away rotations, must be four (4) continuous weeks and a minimum of 32 hours/week. All experiences must comply with NEOMED’s Medical Student Duty Hours Policy (see The Compass).


What is the mistreatment policy?

Review of data from the 2018 AAMC Graduation Questionnaire (GQ) brought to light some information regarding mistreatment during clinical training. According to the GQ, the behaviors constituting mistreatment: include being publicly embarrassed; being publicly humiliated; being threatened with or being physical harmed; being required to perform personal services; being subjected to unwanted advances; being asked to exchange sexual favors for grades or other rewards; being denied opportunities for training or rewards based on gender, race, or ethnicity; being subjected to sexist, racist or ethnically offensive remarks; receiving lower evaluations solely because of gender.

We are extremely concerned about the welfare of our students overall, and we are committed to both the quality of our students’ educational experiences and the safety and comfort of our students in the clinical environment.

We are taking steps to further educate our clinical faculty regarding our expectations for a safe and respectful learning environment free of mistreatment and will continue to hold all individuals with NEOMED faculty appointments to the professional standards expected of them. In addition, you will be invited to participate in a series of listening sessions over the next month to help us better understand how the College of Medicine can create a safer learning environment in the clinical setting.

Please understand we have a zero-tolerance policy regarding student mistreatment. However, we can only act if we are aware of your concerns.  Please continue to utilize the resources listed below for reporting mistreatment. Any of us are also available to meet with you if you would like to speak privately.

In most situations, immediate notification of your clerkship site director is the quickest and most efficient way to resolve any concerns, including those related to mistreatment, in the learning environment. If reporting to your clerkship site director is not possible, there are a variety of other ways to report concerns including:

  • Confidential reporting via the Inappropriate Behavior Form
  • Confidential access to the NEOMED Office of the Ombuds
  • Speaking confidentially to the appropriate course director, associate dean of medical education, assistant dean of students, or other members of the leadership team in the Dean’s Office, including the dean.


Most importantly, we want to assure you that any and all reports regarding potential mistreatment will be addressed in a confidential manner and in a way that does not compromise the success of you or your peers. Please understand, however, that the more specific the information you provide, the more focused and effective our intervention can be.

Your educational success is of the utmost importance. We are committed to continuing to ensure you have a safe and respectful learning environment.

View the Policy

MSPE Policy

What is the policy and procedure for students to review and update their MSPE?


Narrative Assessment

What is the narrative assessment policy?

View the Policy

Where is narrative assessment found in the NEOMED curriculum?

There are many places in the NEOMED curriculum that currently provide narrative assessment (e.g. all clinical experiences). However, our mock LCME site visit team noted that there were opportunities in some of our foundational science courses where it seemed like narrative assessment should be taking place but was not. They also noted that NEOMED’s CMAC had a policy on narrative assessment, specifically:

The determination of whether it is feasible for a course to provide a Narrative Assessment of students is the responsibility of the Course Director in conjunction with the Associate Dean of Medical Education, with final approval by the Curriculum Management and Assessment Committee (CMAC).

Courses in which Narrative Assessment is required are those courses that have, as documented instructional methods, small group teaching and/or required laboratory sessions and/or longitudinal observation of student participation and performance.

The site visit team encouraged us to re-examine how our policy was being implemented to ensure that narrative assessment was taking place according to the expectations of our accreditor. This feedback from the site visit team has facilitated increased discussion around narrative assessment, and the following courses will be incorporating narrative assessment starting in AY 19-20:

  • General Pathology
  • Foundations of Human Development (new course)
  • Human Structure (formerly HDS)


Additionally, the course directors for Physiological Basis of Medicine have decided to incorporate narrative assessment into the team-based learning (TBL) activity this year and are actively working with the COM medical education team to implement this new effort. In addition to these four courses, the Associate Dean for Medical Education will work closely with course directors and CMAC, per the narrative assessment policy, to ensure that all courses that can feasibly incorporate narrative assessment are, in fact, doing so.

Professional Expectations for Students

How does the college manage concerns related to student behavior?

The College of Medicine is reviewing the process for receiving and managing concerns related to student behavior. Effective immediately, reports concerning breaches of behavior will first be considered and addressed at the College level, rather than the University level.

Course directors are still responsible for managing course level behavior concerns. Each course director should take action, as specified in the course syllabus, applying course-specific criteria. If a course director feels that a student behavior concern should be escalated to the attention of the Dean’s Office, the course director should fill out a behavior report form. The current mechanism for reporting behavior concerns is the Professionalism Concern Note. Doing so will immediately trigger the following Dean’s Office level actions:

The Assistant Dean of Students will take progressive action regarding behavior breaches, dependent on the number of and reasons for the submission of a behavior report. Severity determinations will take place on a case by case basis at the discretion of the Assistant Dean of Students.

  • Level 1 Action – Situational Awareness: The Assistant Dean of Students will discuss the reports with the student in a context of caring. Documentation of the discussion will remain as an internal document at the College level.
  • Level 2 Action – Behavioral Change Expectations: The Assistant Dean of Students will discuss the reports with the student and specify a written plan for expected improvement in behavior.
  • Level 3 Action – CAPP: If behavioral improvement expectations are unmet, the Assistant Dean of Students, in consultation with the Associate Dean of Medical Education and the NEOMED Senior Executive Director of Academic Affairs and Student Services, will refer the student to CAPP2 for review that will include a description of the Level 1 and Level 2 actions and all behavior reports including both exemplars and breaches.


Actions taken by the Assistant Dean of Students will consider the severity of the breach. For example, a minor breach may be excessive tardiness, a moderate breach may be excessive absences. A major breach such as cheating, the intentional disclosure of confidential information or a criminal charge, will rise immediately to Level 3 action.

Faculty are also encouraged to submit reports of student exemplary behavior directly to the Assistant Dean of Students. These reports will be recognized by the Assistant Dean of Students by way of personal correspondence with the student and may also be shared with other members of the COM leadership.


Phone: 800.686.2511
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LCME Accreditation

College of Medicine at NEOMED