MD Undergraduate Education Committee

​​​​Terms of Reference


The purpose of the MD Undergraduate Education Committee (MDUEC) is to ensure the educational objectives of the MD Undergraduate Program (MDUP) and relevant accreditation standards are being achieved, to provide strategic oversight of MD undergraduate education, including curriculum, to ensure comparability across all sites, and to promote a positive learning environment.


MDUEC has the authority to approve curriculum and assessment policies and methods, program content and other related changes affecting the MD Undergraduate Program. While MDUEC has strategic oversight of the educational program, it directs the Curriculum Subcommittee and delegates detailed management and operational activities to it and its other permanent subcommittees.

MDUEC is responsible for all educational matters in the MD Undergraduate Program. It has the authority to recommend to the Undergraduate Medical Education Executive (UMEX) new policies and policy changes that may have resource implications.


Some members of the MDUEC are ex officio, i.e. they are members by virtue of holding another office. Others are elected or appointed as noted. The Committee will adhere to the FoM General Responsibilities of Standing Committees.

Voting members

Ex officio

  • Regional Associate Deans or Delegate [Vancouver Fraser, Interior, Northern BC, Vancouver Island] (4)
  • Associate Dean, Admissions (1)
  • Assistant Dean, Faculty Development (1)
  • Associate Dean, Student Affairs (1)
  • Assistant Dean, Curriculum (1)
  • Director, Assessment (1)
  • Chair, Student Promotion and Review Board (1)


  • Four Department Heads/School Directors (4)
  • Two Faculty members (Basic Science and Clinical), elected by the Faculty (2)


  • Clinical Faculty Representatives – one from each of the four regions, i.e. IMP, NMP, SMP, VFMP (4)
  • MUS Representatives – one each from Year 1, Year 2, Year 3 and Year 4. Each of the four sites should be represented. (4)

Non-Voting Members

  • Chair, Program Evaluation, Planning and Improvement Committee (PEPI) (1)
  • Senior Director, Education Programs & Services (1)
  • Administrative Director, VFMP, MD Undergraduate Program (1)
  • Technology Enabled Learning Representative (1)

Appointment Process

Some members are ex officio.

Department Head members are elected by FoM Departments/School Directors according to the Faculty of Medicine’s normal nominations and election process.

Clinical Representatives are appointed by their respective Regional Associate Dean upon request from the Faculty of Medicine.

Student Representatives are appointed by the Medical Undergraduate Society (MUS) upon request from the Faculty of Medicine.


Elected and appointed members have a term of two years, which is renewable once, except for Student representatives who have a term of one year. For ex officio members, their term of office on the MDUEC is the same as their term in their other position.


One of the four Regional Associate Deans (RADs) is appointed by the EAD Education to the Chair for a two year term.


MDUEC meets monthly and at the call of the Chair.

Committee Secretary

The Assistant to the Regional Associate Dean, Vancouver Fraser provides administrative support to the MDUEC.

Minutes and Reports

The MDUEC shall keep notes/minutes of all meetings. Minutes are provided to all members as well as to the Medical Undergraduate Society President. The Chair or designate shall report annually to UMEX. MDUEC approves and presents to UMEX annual reports from the Subcommittees that report to it. Records will be maintained in accordance with UBC and Faculty of Medicine records retention procedures.

Quorum and Decision Making Processes

A quorum of 50% plus one voting member must be present in order to vote on a motion.  Voting will be required for substantive decisions, especially those involving recommendations to be made to Faculty Executive.  A simple majority of those present will be required for a motion to pass.

Lines of Accountability and Communication

MDUEC reports to UMEX which in turn reports to Faculty Executive.


Note: CACMS standards are referred to by [standard numbers] and are referenced by roman numerals.

  1. Responsible for integrated institutional oversight of the MD undergraduate education program. This is accomplished through the activities of the Curriculum, Program Evaluation & Program Improvement, Student Assessment and Promotions subcommittees which report to MDUEC [8.1].i
  2. Centrally oversees the comparability of education and assessment at all sites [8.7].ii
  3. Ensures the overall educational objectives of the MD undergraduate program are supported by the course and clerkship learning objectives, and are being disseminated and achieved [8.2, 6.1].iii,iv
  4. Reviews and recommends to UMEX new courses and/or substantive changes to any curricular component of the MD Undergraduate Program that require resource changes, impact on risk or accreditation. New courses or substantive changes that require Faculty Executive and Senate approval will be endorsed by UMEX.
  5. Reviews periodically the objectives, content, pedagogy and outcomes of the MD undergraduate curriculum and the implementation of pertinent changes [8.3].v 
  6. Promotes a positive learning environment in all components of the MD undergraduate program and at all sites, by ensuring that all participants are aware of the policies and standards governing faculty/staff/students behaviours and interactions: UBC Respectful Environment Statement for Student, Faculty and Staff, and the Faculty of Medicine “Professional Standards” document [3.5].vi 
  7. Receives and reviews evaluation reports on the undergraduate medical education program, and ensures recommendations are implemented by the Curriculum Subcommittee at the course/clerkship level.
  8. Through the Program Evaluation, Planning and Improvement Subcommittee (PEPI), monitors the status of recommendations for the MD undergraduate education program quality improvement and ensures they are implemented as approved [8.4, 8.5].vii
  9. Regularly reviews the quality of the student assessment program and recommends to UMEX substantive changes to student assessment in the MD undergraduate education program that require Faculty Executive and Senate approval [9.4].viii
  10. In collaboration with the Office of Student Affairs, ensures there is in place an effective system of academic advising [11.1].ix
  11. Ensures there is in place a fair and formal process for the assessment, advancement and graduation of medical students, as well as for disciplinary actions, through the Promotions Subcommittee [9.9].x
  12. Receives and reviews reports from the Curriculum, Student Assessment, Student Affairs, Promotions, PEPI, and admissions subcommittees.
  13. Approves new learning initiatives and pilots (through an ad hoc learning initiatives subcommittee).
  14. Reviews MDUP education policies (through an ad hoc policy review subcommittee).
  15. Receives and reviews the assignment of awards and scholarships to students.
  16. Reviews and approves the Terms of References for MDUP Subcommittees reporting to MDUEC.
  17. Reviews the MDUEC Terms of Reference on an annual basis in June and recommends changes as required to UMEX.
UBC Faculty of Medicine (FoM) | MD Undergraduate Program | Organizational Chart

i 8.1 Curricular Management

The faculty of a medical school entrust authority and responsibility for the medical education program to a duly constituted faculty body, commonly called a curriculum committee. This committee and its subcommittees or other structures that achieve the same functionality, oversee the curriculum as a whole and have responsibility for the overall design, management, integration, evaluation, and enhancement of a coherent and coordinated medical curriculum.

ii 8.7 Comparability of Education/Assessment

A medical school ensures that the medical curriculum includes comparable educational experiences and equivalent methods of assessment across all locations within a given required learning experience to ensure that all medical students achieve the same learning objectives.

iii 8.2 Use of Medical Educational Program Objectives

The faculty of a medical school, through the curriculum committee, ensure that the formally adopted medical education program objectives are used to guide the selection of curriculum content, to review and revise the curriculum, and to establish the basis for evaluating program effectiveness. The learning objectives of each required learning experience are linked to the medical education program objectives.

iv 6.1 Format/Dissemination of Medical Education Program Objectives and Learning Objectives

The faculty of a medical school define its medical education program objectives in competency-based terms that reflect and support the continuum of medical education in Canada and allow the assessment of medical students’ progress in developing the competencies for entry into residency and expected by the profession and the public of a physician. The medical school makes these medical education program objectives known to all medical students and faculty members with leadership roles in the medical education program, and others with substantial responsibility for medical student education and assessment. In addition, the medical school ensures that the learning objectives for each required learning experience are made known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in those required experiences.

v 8.3 Curricular Design, Review, Revision/Content Monitoring

The faculty of a medical school are responsible for the detailed development, design, and implementation of all components of the medical education program, including the medical education program objectives, the learning objectives for each required learning experience, and instructional and assessment methods appropriate for the achievement of those objectives.

The curriculum committee oversees content and content sequencing, ongoing review and updating of content, and evaluation of required learning experiences, and teacher quality.

The medical education program objectives, learning objectives, content, and instructional and assessment methods are subject to ongoing monitoring, review, and revision by the curriculum committee to ensure that the curriculum functions effectively as a whole such that medical students achieve the medical education program objectives.

vi 3.5 Learning Environment/Professionalism

A medical school ensures that the learning environment of its medical education program is conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations and is one in which all individuals are treated with respect. The medical school and its clinical affiliates share the responsibility for periodic evaluation of the learning environment in order to identify positive and negative influences on the maintenance of professional standards; implement appropriate strategies to enhance positive and mitigate negative influences; and identify and promptly correct violations of professional standards.

vii 8.4 Program Evaluation

A medical school collects and uses a variety of outcome data, including national norms of accomplishment, to demonstrate the extent to which medical students are achieving the medical education program objectives and to enhance the quality of the medical education program. These data are collected during program enrollment and after program completion.

 vii 8.5 Use of Student Evaluation Data in Program Improvement

In evaluating medical education program quality, a medical school has formal processes in place to collect and consider medical student evaluations of their required learning experiences, teachers, and other relevant aspects of the medical education program.

viii 9.4 Assessment System

A medical school ensures that, throughout its medical education program, there is a centralized system in place that employs a variety of measures (including direct observation) for the assessment of student achievement, including  students’ acquisition of the knowledge, core clinical skills (e.g., medical history-taking, physical examination), behaviors, and attitudes specified in medical education program objectives, and that ensures that all medical students achieve the same medical education program objectives.

ix 11.1 Academic Advising

A medical school has an effective system of academic advising in place for medical students that integrates the efforts of faculty members, course and clerkship directors, and student affairs staff with its counseling and tutorial services and ensures that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them.

x 9.9 Single Standard for Promotion/Graduation and Appeal Process

A medical school ensures that the medical education program has a single standard for the promotion and graduation of medical students across all locations and a fair and formal process for taking any action that may affect the status of a medical student, including timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the medical student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.


Approved by MDUREX, February 24, 2015
Revised ToR approved by MDUREX: July 28, 2015
Received by Faculty Executive: September 15, 2015
Revised: November 5, 2015
Approved by UMEX: March 8, 2016