MED 5740 Community Engagement I Assessment Plan
MED 5740 Community Engagement I
Phase 1 Class of 2027
The assessment plan sets out the principles and key elements used to assess the learner’s performance in an accurate, consistent, and objective manner for MED 5740 Community Engagement I.
MED 5740 Community Engagement I places learners in early clinical experiences with a family physician. Through a variety of sessions, learners will also explore concepts of health and its determinants.
Early Clinical Experience consists of visits in small groups with a family medicine preceptor. Attendance at all sessions is required. In case of illness, the learner must have a leave request approved by the Phase 1 Lead. To successfully complete the Early Clinical Experience, a minimum of two visits is required with approved leave from the Phase 1 Lead.
COURSE SUCCESS CRITERIA
To pass the course, a learner must:
- Achieve an average grade of ≥ 70% based on the weighted final marks across the course assessments,
- Complete and submit all course assignments and assessments by the due date, and
- Attend all sessions as per the course requirements, including mandatory sessions.
Exam and assignment deferrals will only be approved by the Phase Lead under exceptional circumstances, see Exam Deferral Policy.
- Even if a learner has passed all examinations and assignments, a learner may be required to repeat the Phase or withdraw conditionally or unconditionally from the program (see section 10.5.3 in the University calendar) if there are significant concerns about a learner’s performance (as communicated to the learner by the Phase Lead). Examples may include, but are not limited to, late assignments and missed mandatory sessions without proper deferral process, lapses in professionalism, recurrent reassessment exams.
- As outlined in Section 10.5.2 of the Regulations for the Degree of Doctor of Medicine in the University calendar, learners with a Fail grade in any course cannot be promoted to the next Phase.
- As outlined in the MD program objectives, the Faculty of Medicine at Memorial University values professionalism as a core competency and a requirement of the MD program. Recognizing that medical learners are developing their professional identity, professionalism lapses will be remediated where possible and appropriate. Unsuccessful remediation will result in failure of the Phase. Professionalism lapses may render a learner incompatible with continuation in the MD program (as outlined in the Memorial University Calendar Regulation 10.5 Promotion).
Learners will be assessed with both formative and summative assessment methods throughout the course. Learners will receive their grades from the Undergraduate Medical Education (UGME) office via One45.
Original work, completed wholly by the learner, is expected to be submitted in this course. The use of an artificial intelligence tool like chatGPT is not permitted.
Organization, grammar, citations and referencing should be of the quality expected of university graduates. This standard will be considered in the grading process.
Formative assessments do not count towards the final grade and are intended to help learners monitor their learning. Formative assessment will consist of a formative assessment in the Early Clinical Experience. During the visits, learners will be required to have their family medicine preceptor complete the formative assessment, which focuses on professionalism.
Learners are also expected to review and learn from their performance on the summative assessments that occur throughout the course.
Summative assessments include: (a) written assignment on Community Health sessions and, (b) a reflection on the Early Clinical Experience. Each of these summative assessments is graded and contributes to the final summative mark that the learner will receive for the course.
The course includes mandatory learning sessions, listed in the respective section below. This is in addition to the Early Clinical Experience for which attendance is required. Learners must participate in the mandatory learning sessions and complete any associated exercises. As outlined in the Protected Time and Duty Hours Policy, learners may request leave if they are unable to attend a mandatory learning session.
The contribution of marks from each summative assessment towards the final course grade is as follows:
Community Health Sessions Assignment
Early Clinical Experience Reflection
The pass mark for each individual summative assessment is 70%. The final grade and average will be compiled at the end of the Phase.
a. Community Health Sessions Assignment
Learners will write an assignment based on the readings of one book selected from the options listed in the assignment description.
When writing the assignment, learners should:
1. Identify two key messages the author is trying to communicate about influences on health. Describe each key message briefly and link to concepts from the community engagement sessions (Reflective practice, Social Justice and accountability, Global health, Determinants of health, Special populations, Indigenous health).
2. Select one key message and explore related health issues through the lens of the Social Determinants of Health (SDoH). Illustrate your understanding of the SDoH using examples of the impact on health and wellbeing from the book. You may also draw on examples from past experience but this is optional.
3. Explore how these health issues identified can be mitigated:
- From a systemic level
- From the community level
- From the perspective of your future medical practice or through patient engagement.
An assignment description and the assessment rubric are available on Brightspace. A reference list should be included when submitting the assignment.
Assignment length: 2500-3000 words
Due date: November 9, 2023
(b) Early Clinical Experience Reflection
Learners will write a reflection on their Early Clinical Experience visits. Details of the reflection and a rubric will be available on Brightspace (D2L).
Assignment Length: 1500-2000 words
Due date: December 11, 2023.
Mandatory Learning Sessions
Mandatory learning sessions are defined as sessions that require learners to attend in order to achieve the learning objectives. Sessions are designated mandatory if they meet one or more of the following criteria:
- Provide an introduction or overview of learner expectations for the MD program, phase or course;
- Involve application of clinical decision-making skills such as tutorials, case-based learning and laboratories;
- Include an assessment component;
- Involve interactivity such as integrated learning sessions, interprofessional education sessions, guest speakers or patient volunteers; and/or
- Provide support and/or counseling to promote learner well-being and success.
Mandatory learning session
Community Engagement Reflective Session
As scheduled in Brightspace.
Indigenous Health Sessions
Introduction to Community Health
Introduction to Early Clinical Experiences
Early Clinical Experiences Debrief
Social Justice and Accountability
- Reassessment will be required if a learner achieves <70% on any summative assessment.
- Learners will be required to re-submit the assessment for the component they have failed addressing the inadequacies that have been identified.
- Assignments for reassessment must be submitted within two weeks after the learner is notified by the Undergraduate Medical Education (UGME) office. In circumstances where a learner has multiple reassessments due in the same two-week time frame, an extension of the deadline date can be made at the discretion of the Phase Lead.
- A learner may be reassessed for any failed assessment only once.
- The maximum mark for a re-assessment is 70%.
- Learners who fail a reassessment will be required to meet with the Phase Lead or a delegate, and the Learner Well-being Consultant if the learner so wishes, to support the learner’s academic needs.
If a learner is prevented from completing an assignment by the listed due date, they must follow the procedure outlined in the Undergraduate Medical Education Deferred Examination Policy and request a deferral of the assessment. Where possible, learners must make their request prior to the listed due date of the assignment. If a learner fails to submit a deferral request, any assignment submitted up to two days after the listed due date is considered late and the maximum mark the assignment can receive is 70%. Assignments which are submitted more than two days after the listed due date without a submitted deferral request, will not be accepted for grading unless extenuating circumstances exist and at the discretion of the Phase Lead. Learners are encouraged to seek support from the Learner Well-being Consultants, especially if circumstances arise which may impact a learner’s ability to complete assignments on time.
Version: July 20, 2023
Reviewed by SAS: May 24, 2023
Approved by UGMS: June 21, 2023