1. Clerkship Update Clerkship Name Clerkship Director(s):
Clerkship Coordinator:

2. Description of Clerkship (Weeks)
Location(s)
Allocation of time during clerkship
Structured didactics
Do not make this information too granular. Members of the curriculum committee who are not familiar with clerkships should be able to get the idea of how long each clerkship is (4,6,8 or 12 weeks), if it happens at our various dispersed campuses or in communities, what the sub-units are (inpatient, outpatient, consult, etc) and what teaching methods are employed (PBL, Design-A-Case, simulation, lectures).

3. Objectives List goals and objectives
How are they derived? (Locally or from national standards such as those developed from clerkship organization)
How do clerkship goals and objectives support curriculum goals and objectives?

4. Comparability Differences among Galveston, Houston, Austin students
Coordination strategies across sites for comparability
Differences in student performance by site?
Differences in students’ evaluation of clerkship by site?
ADDRESS EACH of THESE FOUR QUESTIONS:
1)What differences are there between Galveston, Houston and Austin students?
2) What efforts are made to coordinate with those sites and ensure comparability?
3) Are there differences in student performance in different sites?
4) Are there differences in students’ evaluation of the clerkship at different sites?

5. Feedback and ED-2 Mid-term feedback Summative feedback
ED-2 requirements and logbooks
Procedure tracking
ADDRESS EACH of THESE QUESTIONS:
1) How do you structure midterm and summative evaluation and feedback?
2) What are your ED-2 requirements? How do you assure students meet them?
3) For logbooks:
What percentage of students are able to meet goals for types of encounters?
What have you done to help students in danger of not meeting the goal?
4) Do you have any required procedures in your clerkship? 
How do you track whether students are able to complete them? 
What percentage of students are able to meet this goal?
What do you do to help students in danger of not meeting the goal?

6. Teaching by Residents and ED-24
Preparing residents to teach clerkship students
Assuring residents know clerkship objectives
Monitoring, supporting residents’ teaching of students
ADDRESS EACH of THESE QUESTIONS:
How are residents being prepared to teach the clerkship students?
How do you assure that residents are familiar with clerkship objectives?
How do you monitor and support residents’ teaching of students?

7. Grading List grading components Percent awarded Honors
Shelf exam performance compared to national mean
ADDRESS THESE 3 QUESTIONS:
1) List each component which is used to calculate the final grade.
2) What percent of the class made Honors during the last Academic Year?
3) How does performance on the shelf exam compare to national means?

8. Longitudinal Curricular Themes Addressed
Evidenced-based Medicine-
Healthcare Delivery Systems-
Professionalism and Cultural Compentency-
Healthcare Economics and Policy-
Public Health and Prevention
How are the themes addressed in this clerkship?

9. Summary of Student Feedback
Briefly,…briefly…briefly! Summarize student ratings and comments. Also indicate plans to address any problems identified.

10. Professionalism Excessive absences Professionalism issues in students
Professionalism issues in clerkship faculty, staff or residents
ADDRESS EACH OF THESE QUESTIONS:
How many students accumulated more than 3 absences from required activities during the last year? How were excessive absences addressed and resolved?
What professionalism issues did you identify in students? How did you address those issues?
What professionalism issues did you identify in clerkship faculty, staff, or residents? How did you address those problems?

11. Special Features Challenges & Changes
Changes since last Update+Review cycle
1) What are your biggest challenges?
2) What makes your clerkship special?
3) What changes have you made since the last Update/Review cycle?