UGME Library Subcommittee — Terms of Reference

Purpose and Authority

The purpose of this subcommittee is to:

  • Provide a forum for university and health authority librarians to discuss the Undergraduate Medical Education (UGME) Program’s library resources, services and related issues in support of the undergraduate medical curriculum.
  • With input from education leaders and students, recommends policies, procedures and information resources to ensure that appropriate library resources and services, as outlined in accreditation standards, are available to all UGME Program learners and are comparable across all distributed program sites.


This subcommittee is made up of ex officio and appointed members.

The Faculty of Medicine’s commitment to equitable and diverse membership on its committees and advisory councils guides its nomination and selection process.

Voting Members

Ex officio

  • Librarian, Undergraduate Medical Education Program, IMP (1) (rotating chair)
  • Librarian, Undergraduate Medical Education Program, NMP (1) (rotating chair)
  • Librarian, Undergraduate Medical Education Program, SMP (1) (rotating chair)
  • Librarian, Undergraduate Medical Education Program, VFMP (1) (rotating chair)
  • Head, UBC Woodward Library (or delegate), (1)
  • Fraser Health Librarian, (1)
  • Interior Health Librarian, (1)
  • Northern Health Librarian, (1)
  • Provincial Health Services Librarian (or delegate), (1)
  • Vancouver Coastal Health Librarian, (1)
  • Vancouver Island Health Librarian, (1)


  • Two Education Leaders from a Clinical Academic Campus (2)
  • One member from MedIT (1)

Corresponding Members

Ex officio

  • UBC University Librarian (1)
  • UBC Liaison Librarian to Faculty of Medicine (1)
  • UNBC University Librarian (1)
  • UVic University Librarian (1)
  • UBCO Chief Librarian (1)

Guests may be invited to join specific meetings or portions of specific meetings at the chair’s discretion.

Appointment Process

Ex officio members are members by virtue of their administrative appointment.

Appointed education leaders from Clinical Academic Campuses are appointed by the Regional Associate Deans at the request of the Faculty of Medicine.

The appointed MedIT member is appointed by the Director, MedIT at the request of the Faculty of Medicine.

The Subcommittee recommends an Incoming Chair annually to the Undergraduate Medical Education Committee (UGMEC).


Ex officio members are members as long as they hold their administrative appointment.

Other appointed members are members for a two-year term.

The position of Chair rotates among the UGME Program Librarians.  The term for each chair is two years, inclusive of a year’s overlap with the Incoming Chair.


Chaired by the Undergraduate Medical Education Program Librarians, each rotating for a two-year term.

Meeting Schedule and Administration

Normally meets twice per year and at the call of the chair.

All members except corresponding members are expected to attend all meetings in person or via videoconference or phone. Corresponding members may join at their discretion.

Minutes are produced for each meeting and distributed to all members as well as to the UGMEC Chair.

Records will be maintained in accordance with UBC and Faculty of Medicine records retention procedures.

Quorum and Decision Making Process

Quorum consists of 50% plus one of voting members, with at least one representative from each collaborating university.

Decisions are made by vote, requiring 50% plus one of voting members present to pass.

Issues will be resolved by consensus or referred to UGMEC for resolution.

All members are eligible to vote.

Lines of Accountability and Communication

This subcommittee:

  • Reports to, and provides an annual report of activities to, the Undergraduate Medical Education Committee (UGMEC).

Representatives of this subcommittee liaise with other academic and administrative committees and advisory councils, as needed.


This subcommittee:


  1. Instructs students in information literacy (Evidence Based Medicine/Scholarship).
  2. Provides communication updates regarding library issues to all distributed program sites.


  1. Advises and collaborates with Director of Assessment, UGME and the UGME Student Assessment Committee.
  2. Reviews and proposes changes to policies and procedures to ensure an effective and efficient delivery of services.


  1. Develops priorities for budget with UGMEC.


  1. Ensures medical students and faculty at all teaching sites have comparable access to appropriate library and information resources and services.
  2. Conducts regular reviews of collections across all sites, including licensed resources, and recommends any necessary changes within budget constraints.


This version of these terms of reference has been approved by the Undergraduate Medical Education Committee on August 18, 2022.

Version History

  • Approved by Undergraduate Medical Education Committee on August 18, 2022
  • Approved by Undergraduate Medical Education Committee on March 19, 2018
  • Received by Faculty Executive on September 15, 2015
  • Approved by MDUREX on August 25, 2015
  • Approved by MDUEC on August 17, 2015
  • Revised January 17, 2014, July 21, 2015
  • Approved on June 18, 2013

Relevant CACMS Accreditation Standards

3.2 Community of Scholars/Research Opportunities
A medical education program is conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars and provides sufficient opportunities, encouragement, and support for medical student participation in research and other scholarly activities of its faculty

5.5 Resources for Clinical Instruction
A medical school has, or is assured the use of, appropriate resources for the clinical instruction of its medical students in ambulatory and inpatient settings and has adequate numbers and types of patients (e.g., acuity, case mix, age, gender).

5.6 Clinical Instructional Facilities/Information Resources
Each hospital or other clinical facility affiliated with a medical school that serves as a major location for required clinical learning experiences has sufficient information resources and instructional facilities for medical student education.

5.8 Library Resources and Staff
A medical school ensures access to well-maintained library resources sufficient in breadth of holdings and technology to support its educational and other missions. Library services are supervised by a professional staff that is familiar with regional and national information resources and data systems and is responsive to the needs of the medical students, faculty members, and others associated with the medical school.

6.3 Self-Directed and Life-Long Learning
The faculty of a medical school ensure that the medical curriculum includes self-directed learning experiences and time for independent study to allow medical students to develop the skills of lifelong learning. Self-directed learning involves medical students’ self-assessment of learning needs; independent identification, analysis, and synthesis of relevant information; and appraisal of the credibility of information sources.

7.3 Scientific Method/Clinical/Translational Research
The faculty of a medical school ensure that the medical curriculum includes instruction in the scientific method (including hands-on or simulated exercises in which medical students collect or use data to test and/or verify hypotheses or address questions about biomedical phenomena) and in the basic scientific and ethical principles of clinical and translational research (including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care).

7.4 Critical Judgment/Problem-Solving Skills
The faculty of a medical school ensure that the medical curriculum incorporates the fundamental principles of medicine and provides opportunities for medical students to develop clinical decision-making skills (i.e., clinical reasoning and clinical critical thinking) including critical appraisal of new evidence, and application of the best available information to the care of patients. These required learning experiences enhance medical students’ skills to solve problems of health and illness.

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.