UGME Integrated Community Clerkship Subcommittee — Terms of Reference

Purpose and Authority

The purpose of this subcommittee is to:

• Plan, implement, and manage Years 3 & 4 of the four-year UGME program across all sites, according to the policies, curriculum, and direction set forth by the Undergraduate Medical Education Committee (UGMEC), and in close collaboration with the Years 1&2 Curriculum Subcommittee, the Curriculum Integration Advisory Council, and the Student Assessment Subcommittee (SAS).
• Recommend to the UGMEC substantive changes to the Years 3 & 4 curriculum content, approach to implementation, and/or evaluation, as needed.

Composition

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 (32)

For shared positions, all may attend, but they share the number of votes listed in brackets. Individuals who hold two positions may vote for each position.

Ex officio

• Associate Director, Curriculum, Years 3&4 (chair) (1)
• Director, Curriculum, Undergraduate Medical Education (vice-chair) (1)
• Director, Assessment (1)
• Program Managers, Years 3&4 (1)
• Year 3 Rotation Directors: Anesthesiology, Dermatology, Emergency Medicine, Family Practice, Internal Medicine, Obstetrics/Gynecology, Ophthalmology, Orthopedics, Pediatrics, Psychiatry, Surgery (11)
• Site Directors, Year 3 Clerkship (4)
• Director, Integrated Community Clerkship Program (1)
• Director, Integrated Community Clerkship Program Expansion (1)
• Departmental Program Mangers, Year 3 (Ambulatory Experience, Emergency Medicine, Family Practice, Internal Medicine, Obstetrics/Gynecology, Pediatrics, Psychiatry, Surgery) (1)
• Course Director, MEDD 448 (1)
• Provincial Electives Director, MEDD 440 (1)
• Site Electives Directors, MEDD 440 (1)
• Course Director, MEDD 419/429/449 (1)
• Fraser Health Authority Education Site Leads (RCH, SMH, BGH) (1)
• One Assistant Dean (rotating among sites) (1)

Appointed

• UGME student representatives (endeavouring to represent Year 3, Year 4, and each site: NMP, IMP, SMP, and VFMP) (4)

Non-voting Members

Ex officio

• Associate Director, Curriculum, Years 1 & 2 (1)
• Director, Career Advising (1)

Appointed

• One Curriculum Management Unit member (1)
• One Evaluation Studies Unit member (1)
• One Educational Assessment Unit member (1)
• One Office of Faculty Development member (1)
• One Student Affairs member (1)
• One MedIT member (1)
• Two Departmental Education Program Managers (2)

Corresponding Members

Ex officio

• Assistant Deans of VFMP, NMP, IMP, SMP
• Librarian

Guests may be invited to join specific meetings or portions of specific meetings at the co-chairs’ discretion. Guest may include but are not limited to individuals who have contributed to an agenda item as well as those who are auditing on a one-time longitudinal basis for their professional development.

Appointment Process

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

Appointed students are appointed by the Medical Undergraduate Society at the request of the Faculty of Medicine.

Other appointed members are appointed by the chair.

Term

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

Appointed students are members for a one-year term.

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

Chair

Chaired by the Associate Director, Curriculum, Years 3&4. The Director, Curriculum is the vice-chair.

Meeting Schedule and Administration

Normally meets approximately once per month 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.

A VFMP Clinical Education Program Administrator from the UGME Program Office will capture meeting minutes. Minutes will be circulated to all members.

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 (17), and the presence of voting members from at least two sites.

Decisions are made by vote, requiring 50% plus one of voting members present to pass. A tie vote will be recorded and escalated to the UGMEC for resolution.

Voting members may send an alternate if they cannot attend.

Lines of Accountability and Communication

This subcommittee:

• Takes direction from, and makes recommendations to, the UGMEC.
• Seeks advice before making recommendations to the UGMEC from:
  • The Curriculum Integration Advisory Council regarding pedagogical implications; and
  • The Regional and Resource Advisory Council (RRAC) regarding resource implications (human, financial or infrastructural).
• Works collaboratively with the Year 1&2 Curriculum Subcommittee and the Student Assessment Subcommittee.
• Reports to the UGMEC on an annual basis.

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

Responsibilities

This subcommittee:

1. Plans, implements, and manages operations of the Years 3&4 curriculum so that it is delivered effectively and comparably across all program sites. [8.7], [6.7], [7.7, 7.8, 7.9]
2. Makes operational decisions relating to Years 3 & 4 and informs the UGMEC, as needed.
3. Receives recommendations from Departmental and Site Directors for changes to the curriculum, and makes recommendations to the UGMEC for approval.
4. Ensures Years 3 & 4 learning objectives are appropriately mapped to the MD undergraduate exit competencies, in accordance with CACMS standards [8.2] and ensures they are disseminated [6.1].
5. Liaises with the Student Assessment Subcommittee to ensure that student assessments map to the appropriate UGME Program exit competencies. Changes in assessments are taken to the Student Assessment Subcommittee for approval. [9.6]
6. Ensures Years 3&4 curriculum components comply with relevant CACMS accreditation standards and UBC policies.
7. Monitors adherence to Policy #10 – Scheduling Students in Required Clinical Learning Experiences. [8.8]
8. Liaise with Learning Environment Advisory Council and site leadership, as needed, to promote a respectful learning environment. [3.57, 3.6]
9. Reviews annually (and revises as needed) the Clinical Case List/Patient Encounters and Clinical Procedures, settings and level of responsibility for students in the clinical years. [6.2]
10. In collaboration with site leadership, centrally monitors student completion of the Mandatory Clinical Case List/Patient Encounters and Clinical Procedures logging at a minimum twice annually. [8.6]
11. Liaises with departmental counterparts in the post graduate programs to ensure residents are orientated to the students’ learning objectives and the Mandatory Clinical Case List/Patient Encounters and Clinical Procedures for each rotation. [9.1]
12. In collaboration with Electives Directors, defines and periodically reviews the rule for student elective choices.
13. In collaboration with Electives Directors, reviews and approves new electives offerings and periodically reviews the existing inventory of UBC electives for ongoing quality assurance. [6.5]
14. In collaboration with Electives Directors, ensures extramural electives, particularly at non CACMS/LCME accredited schools, are reviewed and monitored. [11.3]
15. Monitors, in collaboration with the Student Assessment Subcommittee(SAS):
    • Direct observation of history taking and physical examination by faculty; [9.3]
    • Provision of timely mid rotation assessment for rotations longer than four weeks [9.7]; and
    • Submission by clinical supervisors of all summative assessment elements so that students can receive final grades within six weeks of completion of the rotation. [9.8]
16. Coordinates with departments to ensure clinical faculty teachers in Years 3 & 4 are assessed by students and receive regular and timely feedback on their teaching. [8.5]
17. Reviews and endorses evaluation reports from the Evaluation Studies Unit (ESU) on the educational experiences in Years 3 & 4. Assigns responsibility for action on accepted evaluation recommendations to the appropriate individuals/units. Follows up on the actions taken to address these recommendations. Reports on the implementation status of program improvement recommendations to the UGMEC. [8.5]
18. Consults with other partners (e.g., SAS, Educational Assessment Unit, Curriculum Management Unit, MedIT, Office of Faculty Development (OFD), Library Subcommittee, Years 1&2 Curriculum Subcommittee) regarding the implications of proposed curricular changes prior to making recommendations or approvals.
19. Informs OFD of current and emerging requirements to prepare faculty to deliver curriculum and assessment within Years 3 and 4. Provides input on specific offerings and activities.
20. Reviews proposals and evaluation plans for Years 3 & 4 curriculum pilots and innovations and makes recommendations for approval to the UGMEC. Reviews evaluations post-implementation, identifies required changes, and recommends transition from pilot to operations, or not, to the UGMEC and the RRAC.
21. Establishes working groups for specific projects as required, with the chairs of the working groups drawn from the membership of the Years 3&4 Curriculum Subcommittee. Non-members may be invited to join these working groups. The Years 3&4 Curriculum Subcommittee will review the recommendations of the working groups and determines next steps.
22. Reviews the Terms of Reference for the Years 3&4 Curriculum Subcommittee.

Approval

This version of these terms of reference has been approved by the UGME Committee on Sept 16, 2024.

Version History

• Revised September 10, 2024
• Revised September 12, 2023
• Approved by the Undergraduate Medical Education Committee on Sept 26, 2022
• Revised March 1, 2021
• Revised July 19, 2019
• Revised & Approved February 19, 2018
• Revised October 19, 2015
• Revised July 10, 2015

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.

6.7 Academic Environments

The faculty of a medical school ensure that medical students have opportunities to learn in academic environments that permit interaction with students enrolled in other health professions, graduate, and professional degree programs, and opportunities to interact with residents in clinical environments and with physicians in continuing medical education activities.

7.7 Medical Ethics

The faculty of a medical school ensure that the medical curriculum includes instruction for medical students in medical ethics and human values both prior to and during their participation in patient care activities and requires its medical students to behave ethically in caring for patients and in relating to patients’ families and others involved in patient care.

7.8 Communication Skills

The faculty of a medical school ensure that the medical curriculum includes specific instruction in communication skills as they relate to communication with patients and their families, colleagues, and other health professionals.

7.9 Interprofessional Collaborative Skills

The faculty of a medical school ensure that the core curriculum prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These required curricular experiences include practitioners and/or students from the other health professions.

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.

6.1 Program 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.

9.6 Setting Standards of Achievement

A medical school ensures that faculty members with appropriate knowledge and expertise set standards of achievement in each required learning experience in the medical education program.

8.8 Monitoring Time Spent in Educational and Clinical Activities

The curriculum committee and the program’s administration and leadership implement effective policies and procedures regarding the amount of time medical students spend in required activities, including the total number of hours medical students are required to spend in clinical and educational activities during required clinical learning experiences.

3.5 Learning Environment/Professionalism

A medical school ensures that the learning environment of its medical education program is:

1. Conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations;
2. 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:

1. Identify positive and negative influences on the maintenance of professional standards
2. Implement appropriate strategies to enhance positive and mitigate negative influences
3. Identify and promptly correct violations of professional standards

3.6 Student Mistreatment

A medical school defines and publicizes its code of conduct for the faculty-student relationship in its medical education program, develops effective written policies that address violations of the code, has effective mechanisms in place for a prompt response to any complaints, and supports educational activities aimed at preventing inappropriate behaviors. Mechanisms for reporting violations of the code of conduct (e.g., incidents of harassment or abuse) are understood by students and ensure that any violations can be registered and investigated without fear of retaliation.

6.2 Required Clinical Learning Experiences

The faculty of a medical school define the types of patients and clinical conditions that medical students are required to encounter, the skills and procedures to be performed by medical students, the appropriate clinical settings for these experiences, and the expected levels of medical student responsibility.

8.6 Monitoring of Completion of Required Clinical Learning Experiences

A medical school has in place a system with central oversight that monitors, remedies any gaps, and ensures completion of the required patient encounters, clinical conditions, skills and procedures to be performed by all medical students.

9.1 Preparation of Resident and Non-Faculty Instructors

In a medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors who supervise, teach or assess medical students are familiar with the learning objectives of the required learning experience in which they participate and are prepared for their roles in teaching and assessment. The medical school provides resources to enhance and improve residents’ teaching and assessment skills, with central monitoring of their participation in those opportunities provided.

6.5 Elective Opportunities

The faculty of a medical school ensure that the medical curriculum includes elective opportunities that supplement required learning experiences and that permit medical students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests and to pursue their individual academic interests.

11.2 Career Advising

A medical school has an effective and where appropriate confidential career advising system in place that integrates the efforts of faculty members, clerkship directors, and student affairs staff to assist medical students in choosing elective courses, evaluating career options, and applying to residency programs.

11.3 Oversight of Extramural Electives

If a medical student at a medical school is permitted to take an elective under the auspices of another medical school, institution, or organization, a centralized system exists in the dean’s office at the home school to review the proposed extramural elective prior to approval and to ensure the return of a performance assessment of the student and an evaluation of the elective by the student. Information about such issues as the following are available, as appropriate, to the student and the medical school in order to inform the student’s and the school’s review of the experience prior to its approval:

1. Potential risks to the health and safety of patients, students, and the community;
2. The availability of emergency care;
3. The possibility of natural disasters, political instability, and exposure to disease;
4. The need for additional preparation prior to, support during, and follow-up after the elective;
5. The level and quality of supervision;
6. Any potential challenges to the code of medical ethics adopted by the home school.

9.3 Clinical Supervision of Medical Students

A medical school ensures that medical students in clinical learning situations involving patient care are appropriately supervised at all times in order to ensure patient and student safety, that the level of responsibility delegated to the student is appropriate to his or her level of training, and that the delegated activities supervised by the health professional are within his or her scope of practice.

9.7 Timely Formative Assessment and Feedback

A medical school ensures that the medical education program provides timely formative assessment consisting of appropriate measures by which a medical student can measure his or her progress in learning. Each medical student is assessed and provided with formal formative feedback early enough during each required learning experience four or more weeks in length to allow sufficient time for remediation. Formal feedback occurs at least at the midpoint of the learning experience. In medical education programs with longer educational experiences (e.g., longitudinal integrated clerkship, year-long courses) formal feedback occurs approximately every six weeks. For required learning experiences less than four weeks in length alternate means are provided by which a medical student can measure his or her progress in learning.

9.8 Fair and Timely Summative Assessment

A medical school has in place a system of fair and timely summative assessment of medical student achievement in each required learning experience of the medical education program. Final grades are available within six weeks after the end of a required learning experience.

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.

Purpose and Authority

The purpose of this subcommittee is to:

• Plan, implement, and manage Years 1&2 of the four-year UGME program across all four sites, according to the policies, curriculum, and direction set forth by the Undergraduate Medical Education Committee (UGMEC), and in close collaboration with the Years 3&4 Curriculum Subcommittee, the Curriculum Integration Advisory Council, and the Student Assessment Subcommittee (SAS).
• Recommend to the UGME Committee substantive changes to the Years 1& 2 curriculum content, approach to implementation, and/or evaluation, as needed.

Composition

This subcommittee is comprised 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

• Associate Director of Curriculum, Years 1&2 (Chair) (1)
• Director of Curriculum (Vice-Chair) (1)
• Director of Assessment (1)
• Course Lead for MEDD411 (1)
• Course Lead for MEDD412 (1)
• Course Lead for MEDD421 (1)
• Course Lead for MEDD422/TICE (1)
• Course Leads for FLEX (2)
• Clinical Skills Provincial Lead (1)
• Family Medicine Provincial Lead (1)
• Site Leads: VFMP (2), IMP (1), NMP (1), and SMP (1)
• Program Managers: VFMP (1), IMP (1), NMP (1), and SMP (1)
• Clinical Skills Provincial Manager (1)
• Family Medicine Provincial Manager (1)
• CBL Provincial Manager (1)
• FLEX Provincial Manager (1)

Appointed

• One Assistant Dean (rotating among sites) (1)
• Five UGME Year 1 Student Representatives: Class President (1), VP Academic VFMP (1), VP Academic IMP (1), VP Academic NMP (1), VP Academic SMP (1)
• Five UGME Year 2 Student Representatives: Class President (1), VP Academic VFMP (1), VP Academic IMP (1), VP Academic NMP (1), VP Academic SMP (1)

Non-voting Members

Ex officio

• Associate Director, Curriculum, Years 3&4 (1)

Appointed

• One Theme Lead (1)
• One System Lead (1)
• One Curriculum Management Unit member (1)
• One Evaluation Studies Unit member (1)
• One Provincial Learner Assessment Team member (1)
• One Office of Faculty Development member (1)
• One Student Affairs member (1)
• One Technology Enabled Learning member (1)
• One Librarian (1)

Corresponding Members

Ex officio

• Clinical Skills Site Directors
• Family Medicine Site Directors
• CBL Site Leads
• MUS VP Academic Junior

Guests may be invited to join specific meetings or portions of specific meetings at the co-chairs’ discretion.

Appointment Process

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

Appointed students are appointed by the Medical Undergraduate Society at the request of the Faculty of Medicine.

Other appointed members are appointed by the chair.

Term

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

Appointed students are members for a one-year term.

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

Chair

Chaired by the Associate Director, Curriculum, Years 1&2. The Director, Curriculum is the vice-chair.

Meeting Schedule and Administration

Normally meets approximately once per month 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.

A staff member from the UGME Program Office will capture meeting minutes. Minutes will be circulated to all members.

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, and the presence of voting members from at least two sites.

Decisions are made by vote, requiring 50% plus one of voting members present to pass. A tie vote will be recorded and escalated to the UGME Committee for resolution.

Voting members may send an alternate if they cannot attend.

Lines of Accountability and Communication

This subcommittee:

• Takes direction from, and makes recommendations to, the UGME Committee.
• Seeks advice before making recommendations to the UGMEC from:
  1. the Curriculum Integration Advisory Council regarding pedagogical implications;
  2. the Regional and Resource Advisory Council (RRAC) regarding resource implications (human, financial or infrastructural);
• Works collaboratively with the Year 3&4 Curriculum Subcommittee and the Student Assessment Subcommittee.
• Reports to the UGME Committee on an annual basis.

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

Responsibilities

This subcommittee:

1. Plans, implements, and manages operations of the Years 1&2 curriculum, so that it is delivered effectively and comparably across all four program sites. [6.3[i], 6.6[ii],6.7[iii] 7.1 – 7.9[iv] , 3.2[v] , 8.7[vi]
2. Makes operational decisions relating to Years 1 & 2 and informs the UGMEC, as needed.
3. Receives recommendations from Years 1 & 2 programmatic stakeholders[1] for content or structural changes to their respective curriculum components and makes recommendations to the UGME Committee for approval.
4. Ensures that Years 1 & 2 session level learning objectives map to the week objectives, and course level learning objectives, which in turn map to the overall UGME Program exit competencies, in accordance with CACMS standards [8.2[vii]], and ensures that they are disseminated [6.1[viii]].
5. Liaises with the Student Assessment Subcommittee to ensure that student assessments map to the appropriate session objectives, week-level objectives, course learning outcomes, and ultimately the UGME program exit competencies. Any proposed changes to assessments are made to the Student Assessment Subcommittee for consideration and potential recommendation to the UGMEC.
6. Receives and endorses evaluation reports from the Evaluation Studies Unit (ESU) on the educational experiences in Years 1 & 2.  Assigns responsibility for action on evaluation recommendations to the appropriate individuals/units. Follows up on the actions taken to address these recommendations. Reports on the implementation status of program improvement recommendations to the UGMEC. [8.5[ix]]
7. Makes annual Academic Calendar recommendation to the UGME following consultation with Years 1&2 program stakeholders; approves and monitors course and week schedules and adherence to Policy # 009 – Time for Independent Study. [8.8[x]]
8. Promotes a respectful learning environment; identifies and promptly addresses student mistreatment and other violations of the Faculty’s Professional Standards.[3.5[xi], 3.6[xii]]
9. Reviews proposals and evaluation plans for Years 1 & 2 curriculum pilots and innovations and makes recommendations for approval to the UGMEC. Reviews evaluations post-implementation, identifies required changes, and recommends transition from pilot to operations, or not, to the UGMEC and the RRAC.
10. Consults with other stakeholders (e.g., SAS, Educational Assessment Unit, Curriculum Management Unit, Technology Enabled Learning, Office of Faculty Development (OFD), Library Subcommittee, Years 3&4 Curriculum Subcommittee) regarding the implications of proposed curricular changes prior to making recommendations or approvals.
11. Establishes working groups for specific projects as required, with the chairs of the working groups drawn from the Years 1&2 Curriculum Subcommittee. Non-members may be invited to join these working groups. The Years 1&2 Curriculum Subcommittee will review the recommendations of the working groups and determine next steps.
12. Ensures Years 1 & 2 curriculum components comply with relevant Committee of Accreditation of Canadian Medical Schools (CACMS) accreditation standards.
13. Reviews Years 1 & 2 Curriculum Subcommittee terms of reference in June of each year, and recommends changes to the UGME Committee, if needed.

[1] Stakeholders may include Course Co-Leads, Clinical Experiences, Systems, Themes, CBL Faculty Lead, Student Assessment, Site Leads, Admin Leads,

Approval

This version of these terms of reference has been approved by the Undergraduate Medical Education Committee on May 17^th, 2021.

Version History

• Revised on April 7, 2021
• Approved by the Undergraduate Medical Education Committee on February 19, 2018
• Revised on November 3, 2015
• Revised on November 3, 2015
• Received by Faculty Executive on September 15, 2015
• Approved by MD Undergraduate Regional Executive (MDUREX) on August 25, 2015
• Approved by MD Undergraduate Education Committee (MDUEC) on August 17, 2015

[i] 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.

[ii] 6.6 Service-Learning
The faculty of a medical school ensure that the medical education program provides sufficient opportunities for, encourages, and supports medical student participation in service-learning and community service activities.

[iii] 6.7 Academic Environments
The faculty of a medical school ensure that medical students have opportunities to learn in academic environments that permit interaction with students enrolled in other health professions, graduate, and professional degree programs, and opportunities to interact with residents in clinical environments and with physicians in continuing medical education activities.

[iv] 7.1 Biomedical, Behavioral, Social Sciences
The faculty of a medical school ensure that the medical curriculum includes content from the biomedical, behavioral, and socioeconomic sciences to support medical students’ mastery of contemporary scientific knowledge and concepts and the methods fundamental to applying them to the health of individuals and populations.
7.2 Organ Systems/Life Cycle/Primary Care/Prevention/Wellness/Symptoms/Signs/ Differential Diagnosis, Treatment Planning, Impact of Behavioral/Social Factors
The faculty of a medical school ensure that the medical curriculum includes content and clinical experiences related to each organ system; each phase of the human life cycle; continuity of care; and preventive, acute, chronic, rehabilitative, end-of-life, and primary care in order to prepare students to:

1. Recognize wellness, determinants of health, and opportunities for health promotion and illness prevention.
2. Recognize and interpret symptoms and signs of disease.
3. Develop differential diagnoses and treatment plans.   
4. Recognize the potential health-related impact on patients of behavioral and socioeconomic factors.
5. Assist patients in addressing health-related issues involving all organ systems.

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.

7.5 Societal Problems
The faculty of a medical school ensure that the medical curriculum includes instruction in the diagnosis, prevention, appropriate reporting, and treatment of the medical consequences of common societal problems.

7.6 Cultural Competence/Health Care Disparities/Personal Bias
The faculty of a medical school ensure that the medical curriculum provides opportunities for medical students to learn to recognize and appropriately address gender and cultural biases in themselves, in others, and in the health care delivery process. The medical curriculum includes instruction regarding:

1. The manner in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.
2. The basic principles of culturally competent health care.
3. The recognition and development of solutions for health care disparities.
4. The importance of meeting the health care needs of medically underserved populations.
5. The development of core professional attributes (e.g., altruism, accountability) needed to provide effective care in a multidimensional diverse society.

7.7 Medical Ethics
The faculty of a medical school ensure that the medical curriculum includes instruction for medical students in medical ethics and human values both prior to and during their participation in patient care activities and requires its medical students to behave ethically in caring for patients and in relating to patients’ families and others involved in patient care.

7.8 Communication Skills
The faculty of a medical school ensure that the medical curriculum includes specific instruction in communication skills as they relate to communication with patients and their families, colleagues, and other health professionals.

7.9 Interprofessional Collaborative Skills
The faculty of a medical school ensure that the core curriculum prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These required curricular experiences include practitioners and/or students from the other health professions.

[v] 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

[vi] 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.

[vii] 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.

[viii] 6.1 Program 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.

[ix] 8.5 Medical Student Feedback
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.

[x] 8.8 Monitoring Time Spent in Educational and Clinical Activities
The curriculum committee and the program’s administration and leadership implement effective policies and procedures regarding the amount of time medical students spend in required activities, including the total number of hours medical students are required to spend in clinical and educational activities during required clinical learning experiences.

[xi] 3.5 Learning Environment/Professionalism
A medical school ensures that the learning environment of its medical education program is:
a) conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations;
b) 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:
a) identify positive and negative influences on the maintenance of professional standards
b) implement appropriate strategies to enhance positive and mitigate negative influences
c) identify and promptly correct violations of professional standards.

[xii] 3.6 Student Mistreatment
A medical school defines and publicizes its code of conduct for the faculty-student relationship in its medical education program, develops effective written policies that address violations of the code, has effective mechanisms in place for a prompt response to any complaints, and supports educational activities aimed at preventing inappropriate behaviors. Mechanisms for reporting violations of the code of conduct (e.g., incidents of harassment or abuse) are understood by students and ensure that any violations can be registered and investigated without fear of retaliation.

Purpose and Authority

The purpose of the Regional Student Promotions Subcommittees for IMP, NMP, SMP, and VFMP are to:

• Recommend to the Student Promotion and Review Board advancement, promotion, graduation, assignment of Academic Standing, and adding Professionalism notations on students’ Medical Student Performance Records.
• Oversee and review its students’ academic performances.
• Ensure the provision of academic support.
• Assist the Student Promotion and Review Board (SPRB) by performing delegated tasks pertaining to its students (see Responsibilities section)

Composition

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	IMP	NMP	SMP	VFMP
Regional Associate Dean	1	1	1	1
Regional Assistant Dean	1	1	1	1
Site Director, Year 1				1
Site Director, Year 2				1
Course Director, MEDD 411				1
Clinical Skills Director, MEDD 411/412/421/422	1	1	1	1
Family Practice Director, MEDD 411/412/421/422	1	1	1
Site Director, MEDD 411/412/421/422	1	1	1
OSCE Director				1
Site Director, MEDD 419/429/449	1	1	1	1
Site Director, Year 3	1	1	2	1
Year 4 Electives Director, MEDD 440	1	1	1	1
Site Director, MEDD 448	1	1	1	1
Integrated Community Clerkship (ICC) Site Director	1	1	1
Total (min/max)	10	10	11	11

Appointed (VFMP)

• Four Departmental Undergraduate Education Directors (4)

Corresponding Members for VFMP

• VFMP Family Practice (Year 1 & 2)
• Integrated Community Clerkship (ICC) Site Director

Non-voting Members

Ex officio	IMP, NMP, SMP	VFMP
Student Development and Support Subcommittee Chair(s)	1	0
Assistant or Associate Dean, Student Affairs	1	1-3
Regional Assessment Administrator(s)	2	0
Program Managers	2	4 (Year 1 & 2 (1), Clinical Education Administrative Team (CEAT- Year 3 & 4) (2), PLAT (1))
Administrative Director		1

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

• Integrated Community Clerkship (ICC) Site Directors
• Discipline Specific Site Leaders
• Year 3 Clerkship Directors
• Centre for Health Education Scholarship (CHES) Fellow (VFMP)

Appointment Process

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

Appointed members are appointed by the Regional Associate Dean.

Term

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

Appointed members are members for a two-year term and are eligible for renewal at the discretion of the chair and with consent of the subcommittee members.

Chair

Chaired by the local Regional Associate Dean, or delegate.

Meeting Schedule and Administration

Meets as soon as possible following mid-term, end-of-term, end of Year 3 Blocks, following designated supplemental assessment periods, and at the call of the chair.

All members are expected to attend all meetings in person or via videoconference or phone.

The assistant to the chair will capture meeting minutes. Minutes will be circulated to all members.

Members shall keep minutes and meeting proceedings confidential. Members shall shred/destroy all documentation that contains personal information and may not retain minutes or other documents containing personal information on a personal computer or device.

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.

Decisions are made by vote, requiring 50% plus one of voting members present to vote in favour to pass, excluding blanks or abstentions.

In the event of a tie, the chair shall cast the deciding vote.

In exceptional circumstances, voting may be conducted electronically while ensuring strict confidentiality and security.

Lines of Accountability and Communication

This subcommittee:

• Is accountable to and makes recommendations to the Student Promotions and Review Board (SPRB).
• Provides Minutes and a summary report of decisions to the SPRB after every meeting.

Responsibilities

This subcommittee, for its students:

1. Reviews academic performances regularly (SPRB delegated).
2. Assigns course grades, and reports the grades to the SPRB (SPRB delegated).
3. Consults or refers to the SPRB decisions involving situations not clearly defined by course policies or that are otherwise complex.
4. Grants supplemental assessments (SPRB delegated).
5. Judges and manages professionalism performance deficits within or across courses, and reports persistent and/or serious unprofessional behaviour to the SPRB.
6. Approves the re-entry point and Academic Plans for Leaves of Absence less than one year, when no major curriculum adjustments are required and there are no complex circumstances; and approves the Return to Training (RTT) requirement (SPRB delegated).
7. Provides to the SPRB for approval the re-entry point and proposed Academic Plans for re-entry, if Leave of Absence is greater than one year or if there are complex circumstances.
8. Makes recommendations to the SPRB regarding advancement, promotion, graduation, assignment of Academic Standing and adding professionalism notations on students’ Medical Student Performance Records.
9. Directs the Student Development and Support Subcommittee (SDSS) to develop remediation plans.
10. Reviews its terms of reference on an annual basis and recommends updates to the Student Promotion and Review Board.

Approval

This version of these terms of reference has been approved by the Undergraduate Medical Education Committee on June 19, 2023.

Version History

• Updated and approved by the Student Promotion and Review Board on January 12, 2023.
• Updated and approved by the Vancouver Fraser Medical Program Regional Student Promotions Subcommittee on September 22, 2022.
• Approved by the Undergraduate Medical Education Committee on January 21, 2019.
• Approved by the Undergraduate Medical Education Committee on March 19, 2018.
• Approved by the MD Undergraduate Education Committee on October 16, 2017.
• Updated on September 19, 2017.
• Updated on July 18, 2016.
• Approved by the MD Undergraduate Education Committee on August 17, 2015.

Purpose and Authority

The purpose of this subcommittee is to:

• Plan, implement, and manage the Undergraduate Medical Education programmatic assessment system as a whole, including setting standards of achievement and maintaining responsibility for modality design and implementation, according to policies and direction set forth by the Undergraduate Medical Education Committee (UGMEC), and in close collaboration with the Years 1&2 Curriculum Subcommittee, the Years 3&4 Curriculum Subcommittee, and the Curriculum Integration Advisory Council.
• Recommend to the UGMEC substantive changes to the programmatic assessment system including policy changes.
• Advise the Director, Assessment, UGME on programmatic assessment system objectives, design, and implementation.

Composition

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

• For clarity, the number of votes allowed the position is indicated in brackets
• If a person holds multiple positions, they are allowed one vote each per position.  

Ex officio

• Director, Assessment, UGME (Chair) (1)
• Director, Curriculum, UGME (1)
• Pillar Lead‐ Written Exams (1)
• Pillar Lead‐ Objective Structured Clinical Examination (OSCE) (1)
• Pillar Lead‐ Portfolios (1)
• Pillar Lead‐ Workplace Based Assessment (1)

Appointed

• Faculty member‐ Foundational Sciences (1)
• Faculty member‐ Centre for Health Education Scholarship (1)
• Associate Director, Years 1&2 Curriculum, or delegate (1)
• Associate Director, Years 3&4 Curriculum, or delegate (1)
• Course Director, FLEX or delegate (1)
• UGME students‐ Years 1‐ 4 (4)

Non-Voting Members

Ex officio

• Manager, Provincial Learner Assessment Team (1)
• Team Lead, Exam Site Administrator (1)
• Team Lead, Assessment Analyst (1)
• Senior Assessment Coordinators (3)
• Director, Evaluation Studies Unit, or delegate (1)

Appointed

• Program Manager, Years 1&2 (1) (rotating among sites)
• Program Manager, Years 3&4 (1) (rotating among sites)
• Program Assistant (Assessment and Evaluation Coordinator) (1)
• Office of Faculty Development member (1)
• Faculty member‐ Student Affairs (1) (rotating among sites)
• MedIT member (1)

Corresponding Members

• Associate Dean, Undergraduate Medical Education (1)
• Assistant Deans (4)
• Chair, Student Promotions and Review Board (1)
• Director, Integrated Community Clerkship (1)
• Faculty Lead‐ OSCE, VFMP (1)
• Program Managers (7)
• Administrative Manager, Fraser (1)
• Assessment and Evaluation Site Coordinators (7)

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 student members are appointed by the Medical Undergraduate Society (MUS).

Other appointed members are appointed by the chair.

Term

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

Appointed students members are members for a one-year term and are eligible for renewal. It is recommended that Year 1 students continue as members into subsequent years.

Other appointed members are members for a three-year term provided that they continue to be representative of the role associated with their appointment or nomination. These members are eligible for one renewal.

Chair

Chaired by the Director, Assessment, Undergraduate Medical Education.

Meeting Schedule and Administration

Normally meets approximately every month and at the call of the chair.

All members are expected to attend all meetings in person or via videoconference or phone.

Corresponding members may join at their discretion.

A staff member from the Provincial Learner Assessment Team will capture meeting minutes. Minutes will be circulated to all members as well as to the Medical Undergraduate Society President.

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.

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

If a vote by email is required, it will be sent to all voting members. The email will include a clear motion with vote options (e.g., in favour, against, abstain), a reasonable deadline by which votes must be received, sufficient information and relevant discussion notes to enable members to make an informed decision, and a clear statement of what happens if someone does not vote (e.g., not responding is considered a vote in favour).

Lines of Accountability and Communication

This subcommittee:

• Takes direction from, and makes recommendations to, the UGMEC.
• Seeks advice before making recommendations to the UGMEC from:
  • The Curriculum Integration Advisory Council (CIAC) regarding pedagogical implications; and
  • The Regional and Resource Advisory Council (RRAC) regarding resource implications (human, financial, or infrastructural).
• Works collaboratively with the Years 1&2 and Years 3&4 Curriculum Subcommittees.
• Reports to the UGMEC on an annual basis.
• Provides advice to the Director, Assessment regarding UGME assessment system issues.

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

Responsibilities

This subcommittee:

1. Designs and implements the programmatic student assessment system [9.4] , including:
   1. The explicit goals of the system;
   2. The principles of student assessment that will affect how the assessment system is designed and administered;
   3. The methods of assessment to measure students’ achievement of milestones and program-specified exit competencies; [9.5, 9.7 9.8]
   4. The timing of assessments;
   5. Sources of assessment items and quality control methods;
   6. Methods and tools for data capture, management and storage;
   7. Faculty development strategies for producing assessment items and capturing assessment data;
   8. Timing and methods of reporting  assessment results, to guide interpretation and decision making; and
   9. Administrative structure, operational activities, communication strategies, policies and procedures related to the system.
2. Liaises closely with the CIAC and the Years 1&2 and Years 3&4 Curriculum Subcommittees to ensure assessment is appropriately integrated with the curriculum; to set consistent standards of achievement for required learning experiences; and to ensure alignment with exit competencies.[9.6][iii].
3. Advises course and clerkship directors on course level assessment modalities and approves or declines changes requested by the course directors. May recommend changes to course level assessment modalities direct to UGMEC.
4. Recommends to UGMEC programmatic changes, including policy changes that enhance the quality and efficiency of the student assessment system, or improve alignment with CACMS standards and UBC Senate policies.
5. Monitors compliance with the assessment policies stipulated by UBC Senate and the CACMS standards that pertain to assessment.
6. Through the Director of Assessment, provides strategic guidance to the Provincial Learner Assessment Team.
7. Develops with the ESU the evaluation framework for the programmatic assessment system. Reviews the evaluation data pertaining to the student assessment system, including outcome data such as aggregated student performance data from internal and external sources (including MCCQE Part I) and system process data to identify system strengths and areas for improvement.
8. Ensures quality control of examinations and the student assessment systems.
9. Sets consistent standards of achievement in each required learning experience in the medical education program.
10. Reviews the Student Assessment Subcommittee Terms of Reference in June each year and recommends changes to UGMEC.

Approval

This version of these terms of reference has been approved by the UGME Committee on October 18, 2022.

Version History

• Revised and updated via endorsement at SAS on September 20, 2022
• Approved by the Undergraduate Medical Education Committee on February 10, 2020
• Revised and Updated via endorsement at SAS on December 5, 2019
• Approved by the Undergraduate Medical Education Committee on April 23, 2018
• Approved by MDUEC on March 20, 2017
• Approved by MDUEC on August 17, 2015
• Approved by MDUREX on August 25, 2015
• Received by Faculty Executive on September 15, 2015
• Revised on October 19, 2015.

 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.

9.5 Narrative Assessment

A medical school ensures that a narrative description of a medical student’s performance, including his or her non-cognitive achievement, is included as a component of the assessment in each required learning experience in the medical education program whenever teacher-student interaction permits this form of assessment.

9.7 Timely Formative Assessment and Feedback

A medical school ensures that the medical education program provides timely formative assessment consisting of appropriate measures by which a medical student can measure his or her progress in learning. Each medical student is assessed and provided with formal formative feedback early enough during each required learning experience four or more weeks in length to allow sufficient time for remediation. Formal feedback typically occurs at least at the midpoint of the learning experience. In medical education programs with longer educational experiences (e.g., longitudinal integrated clerkship, year-long courses) formal feedback occurs approximately every six weeks.  For required learning experiences less than four weeks in length alternate means are provided by which a medical student can measure his or her progress in learning.

9.8 Fair and Timely Summative Assessment

A medical school has in place a system of fair and timely summative assessment of medical student achievement in each required learning experience of the medical education program. Final grades are available within six weeks after the end of a required learning experience.

9.6 Setting Standards of Achievement

A medical school ensures that faculty members with appropriate knowledge and expertise set standards of achievement in each required learning experience in the medical education program.

Purpose and Authority*

The purpose of this subcommittee is to:

• Ensure a programmatic approach to policy development and review.
• Review existing undergraduate medical education (UGME) policies as scheduled or requested and recommend changes to UGMEC, as appropriate.
• At the request of stakeholders, draft new policies for discussion and approval by the Undergraduate Medical Education Committee (UGMEC).

*CACMS Standard 1.3 Mechanisms for Faculty Participation: A medical school ensures that there are effective mechanisms in place for direct faculty participation in decision-making related to the medical education program, including opportunities for faculty participation in discussions about, and the establishment of, policies and procedures for the program, as appropriate.

Composition

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.

Members

Ex officio

• Site Assistant Deans, Undergraduate Medical Education, or delegates  (5)
• Director, Curriculum or delegate 
• Director, Assessment 
• Integrated Community Clerkship (ICC) Program Director 
• Associate Dean, Student Affairs or delegate 
• Chair, Student Promotion and Review Board 
• One Administrative Director (1)
• Associate Director, Student Affairs
• UGME Curriculum Lead with expertise in the area of equity, diversity, and inclusion
• Program Manager Y1&2 and Y3&4 (2)
• Integrated Community Clerkship (ICC) Provincial Program Lead

Appointed

• Chair (1)
• Two student members of UGMEC from Years 2 and Years 4 (2)
• One foundational science faculty member of UGMEC (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.

Other appointed members are appointed by the UGMEC from its own membership.

The members of PAS select a vice-chair.

Term

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

The chair is appointed for a three (3) year term.

Appointed UGMEC members are members of this subcommittee for as long as they are members of the UGMEC.

Chair

The chair of the Policy Advisory Subcommittee is appointed by the chair of the UGMEC.

Meeting Schedule and Administration

Meets monthly and/or at the call of the chair.

All members are expected to attend all meetings in person or via videoconference or phone.

A staff member from the Undergraduate Medical Education Office will support the subcommittee, as required.

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

Quorum and Decision Making Process

Members may provide input into the work of the subcommittee in person at meetings and/or by sending input to the chair outside of meetings.

Members collaborate on the work of the subcommittee and typically come to consensus on recommendations to the UGMEC. If consensus cannot be reached, the decision will be referred for full discussion and vote at the UGMEC.

Lines of Accountability and Communication

This subcommittee:

• Reports to the UGMEC.
• Provides an annual report to the UGMEC.
• Seeks input from other policy-making bodies before presenting recommendations to the UGMEC (e.g., UBC Central, College of Physicians & Surgeons of BC).
• Makes recommendations regarding policies to the UGMEC.

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

Responsibilities

This subcommittee:

1. Maintains an up-to-date repository of policies applicable to UGME.
2. Reviews and edits new and revised policies of UGME to ensure:
   • Internal consistency with other UGME policies and procedures,
   • Compliance with Faculty of Medicine and UBC Senate policies and procedures,
   • Alignment of policies and procedures with the Mission and Goals of the MD Undergraduate Program and the Faculty of Medicine Strategic Plan (prioritizing equity, diversity, decolonization, inclusion,  and wellbeing).
   • Compliance with CACMS accreditation standards.
3. Receives requests for new policies and revisions to existing policies from UGMEC and its constituent subcommittees (Year 1&2 Curriculum Subcommittee, Year 3&4 Curriculum Subcommittee, Student Assessment Subcommittee, and Student Promotion and Review Board) and makes recommendations to UGMEC.
4. May convene a representative working group to advise on or draft policies.
5. Consults with UBC Legal Counsel before new or revised policies are recommended to UGMEC.
6. Advises UGMEC and its constituent subcommittees of the policy approval process and requirements.
7. Ensures periodic review of UGME policies for currency and consistency of application.
8. Reviews its terms of reference on an annual basis and recommends updates to the UGMEC, as needed.

Approval

This version of these terms of reference has been approved by the UGME Committee on March 17, 2025.

Version History

• Approved by the MD Undergraduate Education Committee, March 17, 2025
• Approved by the MD Undergraduate Education Committee, September 16, 2024
• Approved by the MD Undergraduate Education Committee, September 18, 2023
• Approved by the MD Undergraduate Education Committee, October 19, 2020
• Approved by the MD Undergraduate Education Committee, April 23, 2018 
• Approved by the MD Undergraduate Education Committee, December 19, 2016
• Approved by the MD Undergraduate Education Committee, September 21, 2015