- Contact Academic and Regional Affairs staff?
- Access library resources and services?
- Access newsletters and event updates?
- Contact curriculum management?
- Gain access to Canvas and other resources?
- Get training on how to use Canvas?
- Access faculty development resources?
- Obtain more information on the course materials and plans for the sessions?
- Modify the in-class resources?
- Get added to the email distribution list for information updates?
- Send an email to students attending my session?
- Get administrative or clerical help in preparing materials for my session?
- Fix errors or make changes to the out-of-class resources students use to prepare?
- Prepare to use an audience response system for in-class polling?
- Prepare for PCP?
- You are unwell and unable to teach a session.
- A student requests to take an exam earlier or later than the scheduled time
- A student requests to be absent to participate in religious observances
- A student is unable to attend class or take an exam due to illness or personal/family event
- A student doesn’t show up for class / an exam without approval in advance
- A student requests disability accommodations for assignments and exams
- A student hasn’t prepared in advance to participate in learning activities
- A student shows up at clinic in inappropriate attire
- Students are looking at their computers when visitors are present in class
- You notice a student is in trouble – missing class, not submitting assignments, etc.
- A student is performing marginally on quizzes and assignments
- A student complains that the materials are too hard or not appropriate
- You are looking for tools to help monitor student progress
- A student has failed or had marginal performance on an exam
- A student has failed a Block or not demonstrated mastery of Thread or Theme objectives
- A student arrives late for an examination
- A student asks to use the restroom during an examination
- A student says he/she cannot finish an examination
- A student feels there is a problem with a particular question
- Students are seen talking or accessing materials during an examination
- A student has technical difficulties (such as losing a charge) during an examination
- A student requests to leave early
- Students ask when and how they will receive their grade after an examination
- Students ask when and how they will receive feedback about exam questions
- You are concerned that standards are not being consistently applied across all sites
- You are unclear on the timelines for submitting grades
- You receive a request for information from a student’s academic file
- You have been asked to contribute to Student Progress Committee recommendations
A UWSOM staff directory is available here.
Information on accessing the Health Sciences Library is available here.
Announcements, events, and updates on the WWAMI Curriculum can be found here.
Newsletters and Event Updates for faculty development are available here.
Roles and major responsibility areas are listed in the table below. Individuals will often perform multiple roles depending on the number of students and resources available at each WWAMI site. A site specific curriculum directory can be found on each site’s page.
|Major Responsibility Areas|
|Associate Dean for Curriculum||Dr. Michael Ryan leads the Curriculum Office and is ultimately responsible for all Phases of UWSOM medical education. Dr. Ryan ensures comparable educational resources and assessments are deliverables at all WWAMI sites.|
|Block Director||Individual accountable for the Block content, organization, assessment, etc., at all WWAMI sites. Responsible for final grade submission for students at all sites.|
|FCM Director||Foundations of Clinical Medicine includes the Immersion, Primary Care Practicum, Clinical Skills, hospital-based College Tutorials, and Transition to Clerkships. Each component has an accountable Director(s) responsible for standard resources and assessments delivered at all WWAMI sites. The Director is also responsible for final grade submission for their component of the FCM course for students at all sites.|
|Foundations Dean||This role is responsible for the smooth implementation of the Foundations curriculum at a particular WWAMI site (outside of Seattle). Recruits Site Leads and Instructors as needed to meet requirements of courses. Serves as escalation point for local issues, instructors, and personnel.In Seattle, where the number of students and faculty is larger, this role is split between the Associate Dean of Curriculum, the Associate Dean of Student Affairs and Seattle based Block | FCM Directors.|
|Site Lead||Individuals responsible for offering a Block or a component of the Foundations of Clinical Medicine at a particular WWAMI site. Identifies needs for faculty expertise and identifies instructors to fulfill those needs.Frequently liaises with the Associate Dean for Curriculum and Associate Dean for Student Affairs who serve as escalation points for resolution of WWAMI-wide issues.|
|Block | FCM Administrator||Supports the Block | FCM Directors in ensuring a smooth implementation and congruent curriculum at all WWAMI sites. Frequently liaises with the Director, Curriculum who serves as an escalation point for resolution of WWAMI-wide issues.|
|Site Administrator||Staff member at a particular site responsible for assisting the Site Lead and other faculty with scheduling of local events, uploading of site-specific resources to Canvas, etc. Frequently liaises with the Director, Curriculum who serves as an escalation point for resolution of WWAMI-wide issues.|
Block and course websites are hosted on Canvas, the UW Learning Management System. To request access, contact the your Site Administrator, listed in the site specific Curriculum Directory found on each site’s page, who has information on the session(s) you are teaching.
The Block, Thread and Theme SharePoint site is used for faculty to collaborate on the development of their curriculum and share information with each other. It is available here.
Information on the School of Medicine’s use of Canvas can be found on the SOM Academic & Learning Technologies’ UWSOM Teaching Tools site. To request Canvas training, contact firstname.lastname@example.org. More general Canvas training sessions are also offered by UW Information Technology at http:/www.washington.edu/itconnect/learn/tools.
Teaching guides, research resources, career planning, and a video library of faculty development tools are available here. Additional resources are also available at:
Contact the Site Lead for your session(s), a site specific curriculum directory can be found on each site’s page.
In-class resources might include Canvas pages, links, files, quizzes, and/or videos stored in Mediasite, the UW SOM media platform. For basic Canvas instructions, see the SOMALT Blog here. For more detailed Canvas instructions, log on here and click the Help button to find searchable instructor guides. For basic Mediasite instructions, see the SOMALT Blog here.
Email list-serves are maintained for each class year as well as site-specific lists in the Foundations Phase. Contact email@example.com to be added to the appropriate distribution lists.
Contact a Block Administrator (listed in the individual WWAMI pages linked above) to be added to the faculty list-serves maintained by Curriculum.
Notifications about course and block activities should be sent in email to the appropriate MS 1 or MS 2 distribution lists. Email is preferred over Canvas announcements.
A Site Administrator is available to assist Site Leads and local faculty with site specific needs such as Canvas, the learning management system, instructor reminders, patient confirmations, assigning instructors and students to learning groups, and proctoring exams.
Resources on Copyright:
Sources for Copyright-Free Material (including images)
Out-of-class resources are equivalent across all sites. Changes to out-of-class resources are subject to a change management process overseen by the Block | FCM Director. Contact the Site Lead with recommended changes (a site specific curriculum directory can be found on each site’s page).
Academic Affairs licenses the TurningPoint audience response system and the ResponseWare web-based response system. Information can be found here.
If you are ill or have an emergency and cannot meet your students, notify your Site Lead and the Block | FCM Director (a site specific curriculum directory can be found on each site’s page).
Faculty are not expected to make exceptions on an individual basis for a student to take an examination earlier or later than the scheduled time.
Allowances may be approved in advance for students with an illness, personal/family emergencies, or a registered disability which merits accommodation. In these cases, the Foundation Dean (Seattle: Assistant Dean for Student Affairs) will advise students in advance of the scheduled time.
The university supports educational accommodations for those students whose religious beliefs require they participate in recognized holy day observances. A comprehensive list of religious holidays is provided here.
The Foundations Phase schedule has been developed to minimize required activities being on major religious holidays. It is the responsibility of individual students to contact the Associate Dean for Student Affairs or the Associate Dean for Curriculum prior to the beginning of the quarter in which the religious holiday observance exists if at all possible.
At the discretion of each Foundation Dean (Seattle: Assistant Dean for Student Affairs) for the course in which the religious holiday exists, students are expected to reschedule examinations as close in time as possible to the original examination date and make up required coursework. Make-up work should not be scheduled at times when it conflicts with other courses’ schedules.
As a physician-in-training, it is important for the students to recognize the inherent tensions in balancing one’s life with the demands of their medical school education and increasing patient care responsibilities. There may be times when required components cannot be rescheduled, for example in courses operating on a compressed schedule or a pin test. The Site Lead is not expected to dramatically alter the course structure or duplicate specific sessions, examinations, or assignments. In these cases the student may be excused and the Site Lead will take into account a “no score” in determining the student’s final grade.
Students must be present for scheduled examinations except in the event of personal illness or personal/family emergencies. Permission must be granted for rescheduling an exam, and documentation may be required. The student must contact the Foundation Dean (Seattle: Assistant Dean for Student Affairs) to reschedule an examination. The block/course director and/or block/course site leader cannot provide permission for an exam reschedule.
Absence for a required activity other than a scheduled exam: If a personal illness or personal/family emergency necessitates missing a required activity, the student must contact the Foundation Dean (Seattle: Assistant Dean for Student Affairs) prior to the beginning of the scheduled activity to inform them of the situation and to make arrangements for completing the course requirements. Documentation of reason(s) for the request may be requested. It is not acceptable to send an email or leave a message with office staff.
The student should make up the missed work or a pre-approved re-scheduled examination as soon as possible.
If the student is unable to make up the missed work within a short period of time, the student may receive an incomplete grade. Incomplete grades can only be given in consultation with the Associate Dean for Student Affairs (or the Associate Dean for Curriculum).
Attendance is expected in all educational activities in the Foundations Phase. Full participation is integral to individual student success and lack of attendance can be particularly felt, especially during small group sessions and in clinical settings.
At the discretion of the Block | FCM Director, faculty may be asked to track and report on student absence to their Site Lead. A pattern of missed required sessions without prior notification and approval may result in written notification submitted to the Associate Dean for Student Affairs, the Associate Dean for Curriculum, and/or the student’s College Mentor. A pattern of absenteeism may impact the student’s grade.
Consult with your Site Lead (a site specific curriculum directory can be found on each site’s page) to learn more about absenteeism and handling absence requests. Site Leads will report to the Block | FCM Director on absenteeism to inform future policies and procedures in this area.
Please refer the student to Associate Dean for Student Affairs and to Disability Resources for Students. Accommodations are not granted retroactively so it is important that if a student believes he/she needs accommodations that this process should be undertaken as soon as possible. Accommodations can only be provided after an iterative process involving Disability Resources for Students, Associate Dean for Student Affairs, and the student has occurred, and documentation of the appropriate accommodations is created.
If a student has already participated in this process, his/her accommodations will be forwarded to the Site Lead by the Director of Compliance for the School of Medicine at least one week before the term begins, or as soon as the accommodations are granted.
Accommodations are managed in a confidential manner with only those with a need to know will be informed.
The School of Medicine expects that students will recognize that they have entered a profession in which commitment to full participation in the learning environment is an essential component of what will become a style of life-long learning. It also is built upon the belief that each individual has something to contribute to the group’s learning, and is an integral part of medical profession’s team approach of sharing knowledge and problem solving together.
Speak privately with the student to determine if additional support may be needed. Encourage the student to access resources, counseling and advice available to them in the UWSOM Student Affairs. The College Program also provides each student with a mentor to support the student throughout his/her tenure in the medical school program.
If you remain concerned contact your Site Lead (a site specific curriculum directory can be found on each site’s page) to facilitate referrals to an academic skills advisor, student counseling service, disability services and/or the Associate Dean for Student Affairs,.
The School of Medicine’s guidelines for dress and appearance were adopted for medical students to ensure that students present a professional appearance consistent with what is expected in a clinical setting. How one looks and acts directly affects how the care provided is perceived by patients, faculty, staff, and other students. See Standards of Dress and Appearance available here.
Speak privately with the student to ensure they are familiar with the guidelines. Ongoing concerns may be raised with your Site Lead ( a site specific curriculum directory can be found on each site’s page) who may facilitate referral to the Associate Dean for Student Affairs.
Students in each block should be informed at the start of the block and at appropriate times during the block that when patients or visitors are present, they are expected to have their computers closed. This is an issue of respect for the patients or visitors.
If needed, speak privately with the student to ensure he/she is familiar with the guidelines. See Teacher/Learner Environment available here. Ongoing concerns may be raised with your Site Lead (a site specific curriculum directory can be found on each site’s page) who may also facilitate referral to the Associate Dean for Student Affairs.
Speak privately with the student to determine if additional support may be needed. Encourage the student to access resources, counseling and advice available to them in the UWSOM Student Affairs. The College Program also provides each student with a faculty mentor to support the student throughout his/her tenure in the medical school program.
If you remain concerned contact your Site Lead (a site specific curriculum directory can be found on each site’s page) to facilitate referrals to an academic skills advisor, student counseling service, disability services and/or Associate Dean for Student Affairs.
Early intervention is important. Feedback on performance in quizzes and assignments provides information on the student’s knowledge base, critical thinking, and assimilation of information. Faculty must be available to work with students beyond the classroom and review performance with the student when scores on quizzes or assignments are below standard. Students who perform on a quiz or exam at 2 standard deviations or more below the mean will be flagged and the Block Leader (and site leader and Foundation, if applicable) will be notified. These individuals are expected to connect with the student to assess whether additional help is required for the student and to coach the student on proceeding in seeking that help.
Speak privately with the student to determine if additional support may be needed. Encourage the student to access resources, counseling and advice available to them in the UWSOM Student Affairs department The College Program also provides a mentor to support the student throughout their tenure in the medical school program.
If you remain concerned contact your Site Lead (a site specific curriculum directory can be found on each site’s page) to facilitate referrals to the Associate Dean for Student Affairs, an academic skills advisor, student counseling service and/or disability services.
The curriculum has been designed with a mixture of both in and out of class academic activities. These activities are expected to consume approximately 60 hours a week for the average medical student.
Speak privately with the student to determine if additional support may be needed. Encourage the student to access resources, counseling and advice available to them in the UW Student Affairs department. The College Program also provides a mentor to support the student throughout their tenure in the medical school program.
If you remain concerned, contact your Site Lead (a site specific curriculum directory can be found on each site’s page) to facilitate referrals to the Associate Dean for Student Affairs, an academic skills advisor, student counseling service and/or disability services.
You can use Catalyst GradeBook or Canvas Gradebook to record assignment grades and track student progress. To request access, contact the Site Administrator. Canvas training is available on request from UW SOM Academic and Learning Technologies. To request training, contact firstname.lastname@example.org. More general Canvas training sessions are also offered by UW Information Technology here.
The Site Lead must contact students who have failed an exam, or who would benefit from feedback before moving forward in the curriculum. Note: It is a Family Educational Rights and Privacy Act (FERPA) violation to email grades to students.
At the end of each term in the Foundations Phase, the Student Progress Committee (SPC) will convene to review performance of students and render decisions on the appropriate course of action regarding students’ continuance in the curriculum.
Seat the student in a manner to avoid disruption for other students.
Ensure that the student completes the examination within the stated period. Exceptions may be given for emergency situations at the Site Lead’s discretion.
Students may not leave during the examination except to go to the restroom;
- A student should not be absent for more than five (5) minutes.
- No more than one student may be allowed restroom breaks at the same time.
- Students must be accompanied to the restroom by a proctor during National Board of Medical Examiners CAS examinations.
For a computerized exam, the computer should be left on the student’s desk. For a paper exam, the exam and answer sheet should be left in the room with a proctor and retrieved upon returning.
If student starts the examination and leaves due to illness, performance will be counted whether or not the examination is completed.
During exams taken with Examsoft, students can write notes at the bottom of a question, and check the “request review of feedback” box; these comments will be provided to the instructors following each exam. Additionally, the student is invited to write the specific concern and submit it to the Site Lead for review with the Block Director.
Admission to the university carries with it the presumption that student will conduct themselves as responsible members of the academic community, including practicing high standards of academic and professional honesty and integrity.
Students are expected to abide by the principles of the Medical Student Honor Code signed as part of the admission process to and matriculation in the School of Medicine.
Academic misconduct is a serious violation of the Schools MD program standards. If you believe there has been a breach in academic integrity and/or professional behavior or conduct, you should review the situation with the Site Lead who will facilitate referral to the Associate Dean for Student Affairs. A written report of the behavior that was observed, and by whom will need to be submitted.
Students should get the attention of one of the technical support staff who will be present at all exams. The exam software programs we use have built-in technology that pauses the exam timer when students are out of the exam, so students should not lose time due to technical difficulty. In the extremely rare case of catastrophic failure (e.g., hard drive death), a student could lose their responses and have to restart the exam.
Students may be allowed to leave the testing room upon completion of the examination up to 15 minutes before the formal end of the session. Depending on the nature of the exam and to avoid disrupting others, students completing the examination during the last 15 minutes may be asked to wait for all remaining students to be discharged at the same time.
Final grade determinations will not be made until a meeting has been conducted by the block leadership to review the outcome of the examination. Grades will then be entered into Canvas and made available to students.
For computerized tests, students will receive immediate information about the number of items missed and their related course objectives. They will also receive a short content descriptor for questions they answer incorrectly that will guide them to what to study related to that topic. Because the questions are part of a secure question bank used annually, the questions and answers will not be shared with students after the exam.
The determination of the final grade is the prerogative of the Block or Foundations of Clinical Medicine Director in consultation with the Site Lead based on established criteria which are congruent at all sites.
Contact the Associate Dean for Curriculum who is working in collaboration with the Block Directors, Foundations of Clinical Medicine Directors, and Site Leads to ensure comparable educational resources, assessments, and evaluations across all WWAMI sites.
The Block Director or Foundations of Clinical Medicine Director has overall responsibility for ensuring that all grades are submitted via GradePage during the grade submission window for each academic quarter. More information on GradePage can be found here
An academic file is maintained in the Academic Affairs Office on each student. This file includes a student’s undergraduate transcript, AMCAS application, grades, evaluation forms, curricular course and clerkship schedules, Student Progress Committee actions, letters of commendation, MSPE, and copies of other correspondence related to the student’s medical school training.
The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of students’ educational records. Information about students and their performance is confidential.
The Academic Affairs deans, directors, and staff, the student’s College mentor, and Regional Affairs deans who oversee first year sites, state tracks, and special programs have access to the file. In order for any other faculty member to see the file, the student must complete and sign a release form.
The Student Progress Committee (SPC) meets at the end of each Term of the Foundations Phase to review students’ performance. Block, Thread, and Foundations of Clinical Medicine directors from all sites provide information on the overall performance of their cohort of students and review the individual performance of students who had difficulty in demonstrating competency in the learning objectives, who did not pass the block, or for whom there were professional behavior issues. Recommended remediation plans and assessments on whether the student is ready to continue in the curriculum are discussed.
The SPC makes the final decision on the remediation, and may approve or modify the Director’s recommended remediation based on the student’s overall performance. If the student has had academic or professional behavior difficulty in prior courses, the SPC may determine that the student should not continue in the medical school program.
Students will be asked in the final hour of each week to take five minutes to complete a weekly questionnaire about the week’s activity consisting of two open-ended items: What aspect(s) of the block facilitated your learning this last week? and Does anything need to be changed in this week? What and how? These weekly surveys are open over the weekend and close Mondays at noon. Additionally, students will also be asked to complete a more structured final evaluation at the end of the block.
Students will access the evaluations using EvaluationKit software links on the block Canvas page. Responses will be available to the Site Lead for their view immediately upon closing of the questionnaires.
Students are asked to evaluate only those faculty who have taught four or more hours in a block. Students will be asked to evaluate faculty using two ratings and one open-ended item. This will occur either at the end of the block, or at approximately the mid-point of blocks longer than five weeks duration for faculty who taught only in the initial portion of the block.
Evaluated faculty will receive an email through the EvaluationKit system alerting them that their results are ready and available for download. Instructions on how to view and download results from Evaluation Kit will be included.
Responses will also be available to Site Leads and Block Directors for their review immediately upon closing of the questionnaires.
A UWSOM staff directory is available here.
|UWSOM Curriculum Department|
|Associate Dean for Curriculum||Michael Ryanemail@example.com 206-543-5562|
|Director of Curriculum||Kellie Englefirstname.lastname@example.org 206-616-7063|
|Block 1: Molecular & Cellular Basis of Disease|
|Block Directors||Brent Wisse
|Block 2: Invaders and Defenders|
|Block Directors||Kristen Hayward
|Block 3: Circulatory Systems|
|Block Director||Andy Luksemail@example.com 206-744-4161|
|Block 4: Blood, Cancer & Musculoskeletal
|Block Director||Bill Harris (B&C)
Sioban Keel (B&C)
Hank Pelto (MSK)
Brian Krabak (MSK)
|Block 5: Energetics & Homeostasis|
|Block Director||Bruce Silverstein Tracy Tyleefirstname.lastname@example.org 206-915-5500 email@example.com 206-598-4882|
|Block 6: Mind, Brain, & Behavior|
|Block Director||Kate Mulliganfirstname.lastname@example.org 206-616-1944|
|Block 7: Lifecycle
|Block Director||Robert Steiner
|Course Director||Bryan Kestenbaum
|Consolidation & Transition|
|Course Director||Meghan Kieferemail@example.com 206-314-4749|
Foundations of Clinical Medicine
(includes Immersion, Clinical Skills, and Primary Care Practicum)
|FCM Directors||Karen McDonough
|FCM | Immersion Director||Karen McDonough
|FCM | Clinical Skills Directors||Karen McDonough
|FCM | Site Administrator||Julie Calcavecchiafirstname.lastname@example.org 206-221-3532|
|Primary Care Practicum|
|FCM | PCP Directors||Jeanne Cawse-Lucas
|FCM | PCP Site Administrator||Sandra Hongemail@example.com 206-616-8637|
|Ecology of Health & Medicine|
|Course Director||Amanda Kostfirstname.lastname@example.org 206-543-9425|
|Human Form and Function||Cassie Cusick
|Pathology/Histology||Mara Rendiemail@example.com 206-598-1393|
|Pharmacology||Stan McKnightfirstname.lastname@example.org 206-616-4237|
|Epi-Biostat||Bryan Kestenbaumemail@example.com 206-685-7343|
|Key Student Affairs Staff Contacts|
|Associate Dean Student Affairs||Anne Eackerfirstname.lastname@example.org|
|Associate Director Foundations Phase||Emily Slageremail@example.com|
|Learning Specialist , Academic Support Services||Jamey Cheekfirstname.lastname@example.org|
The College Program Directory
|Key Colleges Contacts|
|Associate Dean, The Colleges||Erika Goldsteinemail@example.com|
|Director of Operations||Julie Calcavecchiafirstname.lastname@example.org|
The complete UWSOM Student Affairs Staff Directory can be found here.