UCC1: New Course Transmittal FormDepartment Name and Number

Recommended SCNS Course Identi�cation

Transcript Title (please limit to 21 characters)

Pre�x Level Course Number Lab Code

Amount of Credit

Repeatable Credit

Contact Hour: Base or Headcount

Course Description (50 words or less)

Prerequisites Co-requisites

Degree Type (mark all that apply) Baccalaureate Graduate Other

Introductory Intermediate Advanced

Department Contact

College Contact

Name

Phone Email

Name

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Rev. 10/10

Rationale and place in curriculum

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E�ective Term and Year Rotating Topic yes no

S/U Only yes no

yes no If yes, total repeatable credit allowed

Variable Credit yes no If yes, minimum and maximum credits per semester

Professional

Full Course Title

UCC: Syllabus Checklist

Rev. 10/10

All UCC1 forms and each UCC2 form that proposes a change in the course description or credit hours must include this checklist in addition to a complete syllabus. Check the box if the attached syllabus includes the indicated information.

Instructor contact information (and TA if applicable)

Course objectives and/or goals

Policy related to class attendance

Policy related to make-up exams or other work

Statement related to accommodations for students with disabilities

Information on current UF grading policies for assigning grade points

Syllabus MUST contain the following information:

It is recommended that syllabi contain the following information:

1. Critical dates for exams and other work

2. Class demeanor expected by the professor (e.g., tardiness, cell phone usage)

4. Contact information for university counseling and mental health services

The University’s complete Syllabus Policy can be found at:

3. UF’s honesty policy

http://www.aa.u�.edu/policy/SyllabiPolicy.pdf

A topical outline (at least tentative) of subjects to be covered

Required and recommended textbooks

Methods by which students will be evaluated and their grades determined

Course Content Syllabus –Section 1 Course name: Dermatology and the Musculoskeletal System Course number: BMS #### Credit hours: 4 Course format:

Lectures, Laboratory exercises (performed by students working in teams), Team-based learning Patient presentations Self-study exercises.

Course contact information: Course Director: William E. Winter, M.D.

Phone: 294-5489, Room: D6-3 e-mail: winter@pathology.ufl.edu

Associate Course Director: Stanton K. Wesson, MD

Phone: (352) 265-8001, Room: VA Ed. Bldg e-mail: wessosk@dermatology.med.ufl.edu

Associate Course Director: Paulette Hahn, MD Phone: (352)392-8601 e-mail: hahnpc@medicine.ufl.edu

Course Manager: Deena R. Weiss, M.A.

Phone: 294-5489, Room: D6-3A e-mail: deenarweiss@pathology.ufl.edu

Course description: This course is taken by medical students in the fall of their second year. The preceding courses in the curriculum will prepare students for a scholarly and rigorous examination of the skin and the musculoskeletal (MSK) system and the systemic manifestations of disorders of these systems. The focus of the course will be: 1) the recognition by the student of the pertinent history and physical examination findings in patients that suggest cutaneous or MSK disease;

2) the development of a list of differential diagnoses explaining the patient's presenting complaint (or complaints); 3) as appropriate, utilization of diagnostic testing (e.g., laboratory analysis, radiology and organ/tissue biopsy/histopathology, etc.) to establish or confirm a diagnosis; 4) understanding the pathophysiology, pathology, etiologies, epidemiology and therapies of diseases of the skin and MSK systems; and 5) appreciation of psychological and sociological factors that contribute to health and disease. The first week of this course focuses on dermatology. The last 2 ½ weeks of this course focuses on the MSK system. There are 4 units in this course. Dermatology: After an introduction to the clinical presentations of patients with cutaneous disease, dermatology is conceptually organized into unit 1 and unit 2. Unit 1 (Normal structure and development) is subdivided into:

Histology of the skin Embryology of the skin

Unit 2 (Clinical Assessment, pathophysiology, pathology and therapy of disorders of the skin) is divided into: Clinical Assessment Pathophysiology, pathology and therapy (including pharmacology) MSK system: After an introduction to the clinical presentations of patients with MSK disease, the MSK system is conceptually organized into unit 1 and unit 2. Unit 3 (Normal structure and development) is subdivided into:

Histology of bones, joints and connective tissue Embryology of bones, joints and connective tissue

Unit 4 (Clinical Assessment, pathophysiology, pathology and therapy of disorders of the MSK system) is divided into: Clinical Assessment Pathophysiology, pathology and therapy (including pharmacology) As appropriate, discussions will include references to epidemiology, evidence-based medicine, the ecologic model and the social determinants model of health, health disparities-health equity, local-global comparisons and their context, behavioral contributors to health, prevention and screening, environmental and occupational factors, public policy and advocacy, health systems issues, quality monitoring and improvement, and culture and health. Instruction concerning the clinical assessment of the history and physical examination is provided in a separate course (Introduction to Clinical Medicine). Laboratory, imaging

and histological assessments are included in this unit. Next the pathophysiology, pathology and therapy of cutaneous or MSK disease are examined to provide students with the basic principles needed to ultimately provide basic care to patients while preventing disease and preserving health. Course goals At the conclusion of this course with full participation in the learning activities of the course (e.g., lectures, labs, self-studies, etc.) coupled with intense, scholarly study of the course materials together with the learning activities in the Introduction to Clinical Medicine course, the first year medical student will be able to: 1) Recognize by history and physical examination the pertinent findings that are diagnostic of, or suggestive of, cutaneous or MSK disease; 2) Develop a list of differential diagnoses possibly explaining the patient's presenting complaint (or complaints); 3) Utilize diagnostic testing (e.g., laboratory analysis, imaging and organ/tissue biopsy/histopathology) to establish or confirm a diagnosis; 4) Understanding the pathophysiology, pathology, etiologies, epidemiology and therapies of diseases of the skin and MSK system; and; 5) Appreciate the psychological and sociological factors that contribute to health and disease. Ultimately this introductory course will provide the students with the tools required to provide basic care to patients while preventing disease and preserving health. Learning Activities and Instructional Methods: To assist students in achieving the above competencies, the course employs a variety of educational activities including:

Lectures, Laboratory exercises (performed by students working in teams), Team-based learning Patient presentations Self-study exercises.

Lecture handouts are posted on the course website. In is highly recommended that lectures be previewed prior to attending class. Students will note that some handouts contain material not shown in class. Such material is included to explain a previous slide, provide definitions or provide clinical correlations. Microsoft Power point calls these slides “hidden slides.” Some of this material is for the student’s interest only and such material that will not be tested if the material is marked as “for your information only (FYI Only).” Note that students will eventually be responsible much of this “FYI

Only” material as they prepare for their careers in medicine or students may be responsible for this material in a later section in this course. Laboratory exercises: Many laboratories feature clinically relevant cases designed to foster problem-solving skills. During these split labs, only ½ of the class is in the lab (MDL-1) at any one time. This reduces noise and crowding in the labs and increases the teacher/student ratio. Note: The section not in lab may be asked to complete a self-study assignment, or may have IST (see the schedule for details). Part of students’ professionalism evaluations may be based upon peer assessments of these team activities. To encourage team-based learning and problem solving in lab, 20 minutes before the conclusion of each lab, a non-graded "challenge" case will be available (via the web) to the team to solve. The format of the case question will be as an MCQ. Students will solve the case as a team but each student will submit their answer individually via canvass. Submitting an answer is a course requirement but does not count towards the student's medical knowledge competency as the question is not graded. Team-based learning: If team-based learning (TBL) activities are included in this course, each TBL will begin with an iRAT (the individual readiness assurance test). The student will submit their answers and then their team answers the questions to address the gRAT (the group readiness assurance test). The teams will then be presented with a case (or cases) that they must solve and answer questions to be discussed towards the conclusion of the TBL. Like labs, attendance at TBLs will be required as described in the "Administrative Policies Syllabus part 3." Patient Presentations: Several patient presentations may occur with live patients being present for an interview and questions. These will be announced via StudyCore announcements and attendance will be required. Students are to dress professionally and are not to eat or drink during the presentation out of respect to the patient. Students may have a note book or computer on the desk but, otherwise, their belongings are to be placed on the floor. Students are to be on time (tardiness is not permitted - come early) and they must be ready to learn. The class will be invited to ask questions of the patient. Patient Presentation attendance is required as described in the "Administrative Policies Syllabus part 3." Self-Studies: Students may be responsible for one or more self-study exercises in the dermatology/MSK course. The self-study materials are posted for students to review during ISTs (independent study times). Exam questions are taken from these materials. Focus on problem solving: Problem solving requires the following activities: 1) Identify the problem to be solved (e.g., “What is the ‘question’ being asked?”); 2) Recall relevant information to solve the

problem (e.g., “What do I know about this condition, its diagnosis and treatment?”); 3) Recognize knowledge deficits (e.g., “What don’t I know?”); 4) Access new information (e.g., “What must I learn?”); 5) Integrate old and new concepts/information together with the patient’s history, physical examination, laboratory and radiologic studies (e.g., concept formation); and 6) Arrive at a solution (e.g., problem solving is accomplished). This philosophy mirrors what physicians do in the “real world.” Every day of a physician’s professional career, on some level, physicians are problem solving. As part of their present and future continuing medical education, students also need to learn how to research the literature, acquire new information and teach themselves. Activities in this course are designed to accomplish this goal. Required textbooks: 3 Pathology: Title: ROBBINS AND COTRAN PATHOLOGIC BASIS OF DISEASE, W/ STUDENT CONSULT ONLINE ACCESS Author: KUMAR, VINAY ISBN: 9780721601878 Publisher: ELSEVIER Copyright: 2010 Cover: N/A Edition: 8 This text is required Title: ROBBINS AND COTRAN REVIEW OF PATHOLOGY Author: KLATT, EDWARD C. ISBN: 9781416049302 Publisher: ELSEVIER Copyright: 2010 Cover: other Edition: 3 This text is required Title: Janeway's Immunobiology, Author: Murphy K. Eighth Edition - 2011. ISBN: 978-0815342434 Publisher: Garland Scientific Publishing This text is required. 1 Histology: Title: Histology: A Text and Atlas Author: Ross, Michael H ISBN: 9780781772006 Publisher: Lippincott Williams & Wilkins Copyright: 2011 Cover: N/A Edition: 6 This text is required 1 Pharmacology: Title: BASIC AND CLINICAL PHARMACOLOGY Author: KATZUNG, BERTRAM G ISBN: 9780071764018 Publisher: MCGRAW-HILL COMPANIES Copyright: 2009 Cover: N/A Edition: 12 This text is required 1 Physiology: Title: Berne & Levy Physiology Author: Koeppen, Bruce M ISBN: 9780323073622 Publisher: Elsevier Copyright: 2010 Cover: N/A Edition: 6 This text is required

1 Micro: Title: SCHAECTHER’S MECHANISMS OF MICROBIAL DISEASE Author: ENGLEBERG, N. CARY ISBN: 9780781787444 Publisher: LIPPINCOTT WILLIAMS & WILKINS Copyright: 2013 Cover: N/A Edition: 5 This text is required NOTE: Older editions of these textbooks should not be used: there are substantial differences between the most recent editions of these textbooks and previous editions. The student must ask themselves: “Would I ever knowingly treat a patient based upon information that is outdated?” Recommended textbooks: None

Evaluation and Grading Syllabus –Section 2 Two competencies are evaluated: Medical Knowledge and Professionalism: The course is focused on gaining competency in medical knowledge, with specific emphasis on core discipline and problem-solving competencies as identified below. In addition, students will be judged on their professional behavior that contributes to the faculty’s assessment of student professionalism. A detailed description of professionalism follows later in this syllabus. There are at least 3 major sets of inter-relationships upon which professionalism is judged: 1) faculty – student interactions, 2) student – student interactions and 3) student – pathology medical education office interactions. Other factors constituting professionalism are discussed below. 1. Medical Knowledge: By the conclusion of this course, each student will be able to: 1) Recognize by history and physical examination the pertinent findings that are diagnostic of, or suggestive of, cardiovascular and/or respiratory disease; 2) Develop a list of differential diagnoses possibly explaining the patient's presenting complaint (or complaints); 3) Utilize diagnostic testing (e.g., laboratory analysis, radiologic imaging studies and organ/tissue biopsy/histopathology) to establish or confirm a diagnosis; 4) Understanding the pathophysiology, pathology, etiologies, epidemiology and therapies of diseases of the CV and respiratory systems; and; 5) Appreciate the psychological and sociological factors that contribute to health and disease. 2. Professional Behavior Competency (e.g., professionalism): The University of Florida, College of Medicine is committed to developing and nurturing professionalism in its learners. We believe professionalism encompasses the three C’s of Caring, Character, and Clinical Competence. As courses and clerkships train you to be competent clinicians in their specific areas, we also will be emphasizing the caring and character traits which span all of your medical training. Specifically, the following six areas will be emphasized and assessed all four years:

1. Honesty 2. Respect 3. Caring 4. Work Ethic 5. Reflection and self-assessment

6. Seeking excellence A more complete description of professional behavior is included in the "Administrative Policies Syllabus – part 3." Another part of professional behavior is exhibited at exam review sessions. For example, examination reviews are an opportunity for education and clarification. Possible ambiguities in questions will be reviewed by faculty and/or the course director. Argumentative behavior will not be tolerated because such behavior is unprofessional and will be assessed as such [reference: "Hippocratic Oath “: To consider dear to me as my parents him (or her) who taught me this art . . ."] Medical knowledge competency Measures of Student Performance regarding the medical knowledge competency: Student performance will be evaluated by examinations and weekly quizzes (formative feedback) via StudyCore. Please pay attention to the honor statement prior to the quiz which instructs students not to print or reproduce in any format the quiz content. Content of Examinations: The examinations are designed to evaluate mastery of core-discipline and problem solving competencies. Questions will be derived from lectures, laboratory exercises, patient presentations, self-study exercises and assigned readings in the required textbooks. On average, 2 questions are given per contact hour (e.g., lab, lecture, self-study exercise). Except for the last week of the course, 2 questions are used for a quiz and 2 questions are used for the examination. Protected Examinations: There are two reasons why the examinations are protected. (1) Good questions that require integration or problem solving exercises are difficult to write. When good questions are identified, such questions should be used again. (2) When students have all of the old examinations, questions tend to become more and more trivial and obscure in order to challenge students. For this reason, the department does not allow students to copy examination questions or to remove questions or answers from the examination room. This included memorizing or reproducing exam questions for others after the exam. Format of Examinations: Exam and quiz questions will be in the format of the USMLE Step 1 examination. Grading of the medical knowledge competency - Summative Feedback or Final Grade: To successfully complete the course (e.g., achieve a passing score), the student must make an average score of 75.0% or greater. The grade in the course is partitioned as follows: 30% of the grade comes from the quizzes plus TBL questions, and 70% of the grade comes from the exam(s). In addition to achieving an overall score of 75% or greater, the student must pass each quiz with 50% or greater and each exam with a score of 70% or greater. Information on current UF grading policies for assigning grade points is available at http://www.registrar.ufl.edu/staff/grades.html.

Formative feedback: Students are encouraged to attend exam reviews. The course director invites representative faculty to attend the exam review session to answer questions from students and to provide appropriate feedback to students. After the review period is completed, the scores for that particular examination are final. Students who fail an examination will be asked to make an appointment with the course director to review their examination and to discuss appropriate approaches for improvement. This is not a punitive meeting. Meeting with the course director can help identify techniques that students can use to improve their scores to demonstrate competency. Consideration for referral to Beverly Vidauretta, Ph.D. and/or a tutor will be discussed. EVALUATION OF GRADUATION COMPETENCIES 1. Patient Care – Not addressed in this course. 2. Medical Knowledge: Fail Pass

Fund of knowledge is unacceptable for an individual at this level of training. Has great difficulty learning and/or applying new concepts.

Fund of Knowledge is appropriate for current level of training. Learns new concepts readily and is able to solve clinical problems in a thoughtful, logical manner.

Note: Medical knowledge competencies are not solely dependent on scores achieved on examinations. While these scores form the basis for assigning medical knowledge competencies, faculty may use their individual and collective assessment(s) of student’s performance in making the final evaluation. 3. Practice Based Learning – Not addressed in this course. 4. Interpersonal Communications – Not addressed in this course.

5. Professional Behavior Fail Pass

Demonstrates one or more of the following inappropriate behaviors: disrespectful, insensitive or aggressive towards others, disinterested, resists feedback, disruptive or fails to participate in course activities and/or consistently late to activities.

Expected level of behavior unless faculty has reason to judge otherwise.

6. Systems-Based Practice – Not addressed in this course. Grading of the professionalism competency - The course director and faculty grade professionalism as pass/fail (satisfactory/ unsatisfactory) based upon the following factors: 1) The faculty's interaction with the student; unprofessional behavior during exam reviews can lower the student’s professionalism score. Repeated or extreme unprofessional behavior can lead to referral of the student to the Academic Status Committee. In addition, students should refrain from debating the validity of the answer with faculty in person or in email, but, instead, focus on understanding the explanation for the correct answer to the question. Flawed questions may be dropped from the exam or multiple answers may be accepted. 2) Observation by faculty of a student's interaction with other students; 3) Observation by faculty of a student's interaction with other faculty, patients and staff (e.g., secretaries and assistants); 4) Reports of student interactions by patients and staff (e.g., secretaries and assistants); and: 5) Reports of student interactions with their peers. 6) Students must meet the attendance requirement as described in the "Administrative Policies Syllabus -part 3." In cases where a student passes the professionalism competency yet that were significant problematic behavioral or attendance issues, a letter of concern may be

addressed to the Associate Dean of Students, W. Patrick Duff, M.D. notifying Dr. Duff of such concerns.

ADMINISTRATIVE POLICIES Syllabus – Section 3 Attendance/Participation Attendance is an important mark of professionalism. Daily attendance at lectures is highly recommended and strongly encouraged by the faculty. Attendance at all required activities is expected. Collective attendance for the entire course should minimally be 90% at all events, including labs, TBL's, and patient presentations. For most required activities (e.g., lab), attendance is tracked via the on-line StudyCore “Sign-in” system. Regarding challenge questions during lab, while 100% submission of answers is expected, submitting answers to 90% of the challenge questions would be the minimum participation goal. We may periodically review the student's completion of the challenge questions as a monitor of professionalism. Challenge submissions must be made before the end of the hour in canvass.

Students are required to be present for a minimum of 90% of all lab sessions in this course. Absences will not be tracked as excused or unexcused; students may only miss 10% of the lab sessions for the entire course regardless of the reason for their absence. Failure to achieve 90% attendance may reduce the student’s professionalism score to unsatisfactory (see below). An unexcused absence from any required activity may also reduce the student’s professionalism score to unsatisfactory (see below).

Quizzes, Examinations and illness

Students who are acutely ill on the evening before, or the morning of, an exam are not expected to take the exam; similarly, if a student is acutely ill for the entire weekend of a quiz, the student is not expected to take the quiz. If a student misses an exam due to illness, the exam will be rescheduled at a time that the student is well (see below). The student must contact the course manager, Ms. Deena Weiss, as soon as possible ( deenarweiss@ufl.edu ) so that the absence is explained. Please also cc, Ms. April-Lane Derfinyak in the Medical Education Office ( april2@ufl.edu ) and Mr. Gene Cornwall ( cornwall@ufl.edu ). The student must contact the above individuals before or no later than 24 hours after the missed exam. For illnesses on weekends with quizzes, please contact the course manager, Deena Weiss, and the course director via email within 24 hours.

Examinations and tardiness Tardiness and unexplained absences will be recorded in the professionalism notes that are maintained for the class. If a student misses an exam or is tardy to an exam and this is not because of illness, the student must contact the course director and provide an explanation. Note: Failure to take an examination or quiz without an adequate explanation is a serious matter that can lower the student’s professionalism score and possibly lead to referral to the Academic Status Committee. Scheduling Make-up Examinations: Students missing examinations in cases of illness will be permitted to take a make-up exam as soon as possible. It is the student's

responsibility to schedule the make-up examination by contacting the course manger, Ms. Weiss.

Also, the basis for an excused absence from an examination (other than for a medical illness) can include:

1) Psychiatric or psychological illness 2) Family medical emergency. 3) Participation in the wedding of a first degree family member (only 1 weekday can be missed and if a travel day falls on an exam day, the student's travel will need to be rescheduled; e.g., the exam takes priority in this situation over travel). 4) Attendance at an academic conference where the student is presenting their research, e.g., AAMC. 5) A recognized major religious holiday.

 The student must contact the course director to obtain permission to delay an examination prior to the examination when feasible. Such a request should be made in writing (or via e-mail) no less than 1 month in advance for participation in a wedding (see above for details), attendance at an academic conference, or observance of a recognized major religious holiday. For students taking make-up examinations, they are not to discuss the contents of the examination with their peers until after they have taken the make-up exam. Seeking peer advice about the contents of a make-up exam is a serious violation of academic honesty and can lead to the student's referral to the Academic Status Committee. Giving information to peers who have not taken a make-up exam is a serious violation of academic honesty and can lead to the student's referral to the Academic Status Committee. Summary: Activities are scheduled for every day that the University is holding class. Failure to attend required activities can lower the student’s professionalism score. Recurrent absenteeism can lead to referral of the student to the Academic Status Committee. Please Note: In clinical medicine (beginning with the student’s first clinical rotation), attendance is not only a requirement but is also a necessity for the provision of competent patient care. Would a surgeon ever not come to the operating room when he/she is scheduled? Would an internist ever not come to clinic when he/she is scheduled to see patients? Out of respect for others, students are expected to be present at the start of each lecture or lab and not arrive late to these activities. Tardiness noted by the faculty can lower the student’s professionalism score. Consistent tardiness can lead to referral of the student to the Academic Status Committee. Students who prefer to work solely on their own missing lectures and labs, should consider the following: “In clinical medicine, you can not take your patients home,” and “In clinical medicine, you must work in teams.”

Detailed Description of Professional Behavior: The College of Medicine expects all medical students to be professional in their dealings with patients, colleagues, faculty and staff and to exhibit caring and compassionate attitudes. Professional behavior is defined as appropriate behavior for the circumstance. Behavior of a medical student reflects on a student’s qualification and potential to become a competent physician. Attitudes and behaviors inconsistent with compassionate care, refusal by or inability of the student to participate constructively in learning or patient care, derogatory attitudes or inappropriate behavior directed at patient groups, peer, faculty or staff, or other unprofessional conduct can be grounds for dismissal. Students who plan on "surfing the net" during lecture must sit in the last 2 rows of class so as to not distract their classmates. Below is a list of selected professional behaviors as provided by the National Board of Medical Examiners and modified as needed for UF: - Accepts constructive feedback and modifies behavior appropriately. - Accepts personal risk in provision of health care. - Adheres to institutional policies and procedures. - Adheres to local dress code (this is provided by Dr. Duff's office). - Adheres to a professional dress code when attending patient presentations in the pathology course. -During patient presentations, students are to dress as they would when they are seeing patients. Students should also refrain from eating food or drinking beverages out of respect to the patients. Students should arrive on time and not leave until the presentation is complete. - Attends all lectures, labs, discussions, etc. - Admits errors and assumes personal responsibility for mistakes. - Advocates for changes in policies, procedures, or practices for the benefit of patients. - Advocates for colleagues. - Advocates for societal health issues. - Allocates health care resources without bias. - Arrives on time for scheduled activities and appointments. - Attributes ideas and contributions appropriately to others. - Avoids gifts and remunerations that might be perceived as conflicts of interest. - Balances personal needs and patient care obligations. - Conveys information and answers questions honestly and tactfully. - Demonstrates appropriate boundaries for interprofessional relationships. - Discusses colleagues without using inappropriate labels or comments. - Discusses patients without using inappropriate labels or comments. - Endures inconvenience to meet patient needs. - Engages in informal teaching and learning activities with colleagues as appropriate. - Facilitates conflict resolution. - Fulfills all clinical responsibilities in a timely manner. - Fulfills all nonclinical responsibilities in a timely manner. - Improves team effectiveness through motivation and facilitation. - Intervenes immediately when unprofessional behavior presents clear and present danger. - Maintains a positive attitude amidst increased and unanticipated additional work. - Maintains composure during difficult interactions with colleagues.

- Maintains confidentiality of patient information in public areas. - Maintains thoroughness and attention to detail. - Makes valuable contributions during class, rounds, or meetings. - Offers advice when appropriate. - Provides constructive and supportive feedback appropriately. - Provides patient care without consideration of personal benefit. - Provides patient information to team members in a timely and effective manner. - Reacts appropriately to other's lapses in conduct and performance. - Requests help when needed. - Responds appropriately to help a distressed or impaired colleague. - Responds promptly when paged or called. - Serves as a knowledgeable or skilled resource for others. - Signs over and ensures coverage of patients when unable to fulfill responsibilities. - Solicits and values input from colleagues when appropriate. - Takes on extra work when appropriate to help the team. - Takes steps to prevent repetition of errors. - Teaches and emphasizes tenets of professionalism when appropriate opportunities arise. - Transmits accurate and detailed information for optimal transition of care. - Upholds ethical standards in research projects and other scholarly activities. University of Florida Honesty Policy regarding cheating and use of copyrighted materials: The Student Honor Code, from the Student Guide produced by the University of Florida, Division of Student Affairs, says the following: ( http://www.dso.ufl.edu/studentguide/studentrights.php#studenthonorcode ) The following has been reproduced from the University of Florida Regulations http://regulations.ufl.edu/chapter4/ – Chapter 6C1-4 (Student Affairs) UF-4.041 Student Honor Code. http://regulations.ufl.edu/chapter4/4041-2010.pdf Testing Center Policies & Procedures: Please read thoroughly all the information presented on the following link: http://docs.medinfo.ufl.edu/policies/testing-center-policy-and-procedures/ Being late for the start of the exam or quiz without a suitable explanation will be considered a violation of the professional behavior standard. Accommodations for students with disabilities (Americans with Disabilities Act): Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student

who must then provide this documentation to the Course Director when requesting accommodation. Student evaluation of instruction: http://medinfo.ufl.edu:8050/year1/secure/ufcom-policy-student-evalations.pdf Peer Evaluations: Students will be required to evaluate their peers once or twice per course. Students must be aware that any comments made may be later seen by the peer that they are evaluating (e.g., there is transparency). However, students must remember and acknowledge that it is their professional duty to honestly report their peer's performance accurately. Remediation Policy: Remediation may be offered to students who receive a failing grade in the course or an unacceptable competency rating. The Academic Status Committee must approve the remediation plan before remediation can begin. Remediation usually consists of a comprehensive examination covering those areas of the course in which the student failed to achieve competency. Successful passage of the remediation exam is necessary for advancement into clerkship training. Once completed, the course director will notify the Academic Status Committee whether or not remediation has been successful. For students who cumulatively score very low, the course director may recommend that the student repeat the course. Dialogue/communication: There are many resources available to students to supplement the lecture notes, discussions and laboratory exercises, etc. Recognizing that students do have questions that require answers, the following recommendations are made: - The pathology textbook and immunology textbook are excellent sources of information. These are required textbooks and students are encouraged to make use of these resources. - Faculty are able to take questions during the laboratory exercises. - Short questions can be answered before, during or after class. - Students are invited to make appointments to see faculty directly. Please check with the individual faculty member to determine if he or she has standard hours of availability. Video-recording: The University of Florida, College of Medicine, will provide video recordings of lectures and other portions of the curriculum to its students. The goal of this initiative is to improve our learner-centered curriculum allowing flexibility to balance personal and academic priorities and provide another tool to accommodate differing learning styles. The video recordings are intended for exclusive use by students enrolled in the College of Medicine. Other individuals who wish to view the recordings must receive permission from the responsible faculty member. In accordance with the University of Florida Intellectual Property Policy, faculty members of the University of Florida maintain copyright ownership of their lectures. UF COM will maintain ownership of these recordings and will use recordings in accordance with this policy. The UF COM policy for digital audio or video recording of lectures is as follows:

1. Whole class presentations (e.g. lectures) and other portions of the curriculum will be recorded. Such recordings will be maintained on the UF COM course management system (STUDYCORE). Due to the nature of patient confidentiality or the nature of the topic, there will be times when recording is not allowed. These are intended for exclusive use by the students enrolled in the course at the time, course faculty, and staff charged with delivering and administering the course.

2. Lecturers will be contacted with information about the recording policy. Faculty who give multiple lectures in a course may specify different terms for different sessions. Faculty who do not wish to be audio or video-recorded must notify the course director and Associate Dean for Medical Education with rationale for not recording at least 48 hours prior to the lecture(s). Absent the lecturer’s express revocation of permission, in writing, lectures/presentations will be recorded. Reasons for non-recording include but are not limited to patient encounters and guest lecturers. 3. Recorded lectures will be posted on the UF COM secure website through Studycore. Lectures can be edited up to one week after recording. 4. All users of the recordings (students, faculty, staff and course directors) must agree to the terms and conditions of this policy prior to web site access. The lecture and any information contained in the recorded lecture are protected under copyright laws and may not be copied, displayed, broadcast or published without the consent of the lecturer and without giving proper attribution to the lecturer. UF COM will take reasonable measures to prevent the inappropriate use of such recordings by individuals with access to the web site on which the recorded lectures are posted, but cannot guarantee against possible misuse. This prohibition includes placing the recording on any web page or the Internet for use by, or access to, any person, including the student. In addition to any legal ramifications, misuse of recordings will be considered as unprofessional behavior and appropriate disciplinary action will be taken according to UF COM policy and procedures. 6. The recorded lectures will be maintained on the university servers for up to two years, with materials accessible exclusively to the students enrolled in the course at the time of the recording along with the faculty, staff and course directors charged with delivering the lectures and administering the course at the time of recording. 7. No recorded lecture material, university maintained or otherwise, may be shared with any individual or organization within or outside the UF COM without prior written permission from the lecturer. Recordings are for educational use only and are to be considered confidential. 8. Materials used in lectures may be subject to copyright protection. Counseling Services: http://www.counseling.ufl.edu/cwc/Ind-counseling.aspx