Academic & Professional Advancement Policy

Policy

Objective

The purpose of this policy is to promote student academic achievement, maintain academic and professional standards (knowledge, skills, attitudes and behaviors) and achieve fairness and consistency in decisions regarding student advancement, promotion, and remediation. It is the policy of the School of Medicine to give every qualified and committed student the opportunity to graduate; however, the School reserves the right, in its sole and absolute discretion, to make judgments about who has or has not demonstrated the necessary qualifications to earn the M.D. degree and to practice medicine competently. Decisions regarding advancement and promotion are determined by the Academic Standards and Achievement Committee (ASAC). ASAC acts on behalf of the faculty of the School of Medicine and has final authority over decisions regarding advancement, promotion, and remediation, when necessary.

Promotion and Advancement

Students are continuously assessed for satisfactory progress through the MD program. At the conclusion of each curricular phase, the ASAC renders a decision regarding promotion to the next phase of training. The basis for these decisions includes a review of the academic transcript, formal reports of professional/unprofessional behavior, and recommendations provided by the Phase 1 Competency Committee and recommendations provided by the Clinical Competency Committee (CCC) based on five competency domains: patient care, medical knowledge, interpersonal and communication skills, reflective practice, and professionalism. Students at risk for delayed promotion are provided feedback and remediation plans to facilitate their successful advancement.

Professionalism

Professional attitudes and behaviors are components of the School of Medicine’s Educational Program Objectives that enable the independent performance of the responsibilities of a physician and therefore are a requirement for the successful award of the degree of Doctor of Medicine. The School of Medicine’s Professionalism Expectations (https://med.virginia.edu/md-program/ume-md-curriculum/ ) establish general standards applicable to all students in the School of Medicine. However, it is the responsibility of the faculty and the ASAC, as appropriate, to interpret and apply the general Professionalism Expectations to specific situations when concerns are raised about student performance or behaviors.

Evaluation of professional attitudes and behaviors is an integral part of a student’s assessment and generally is accomplished through observation and feedback to students through course/clerkship assessments of student performance. Completion of required administrative and curricular tasks are also considered in assessment of professional behavior. Praise/Concern Cards and written narratives are used to describe behaviors in areas of altruism; honesty and integrity; caring, compassion and communication; respect for others; respect for differences; responsibility and accountability; excellence and scholarship; leadership and knowledge and other skills related to professionalism. These professional attitudes and behaviors are monitored and recorded throughout undergraduate medical education.

Any breach of professionalism resulting in a recorded observation, e.g., Professionalism Concern Card, letter, written report, etc., must be addressed with the student by their College Dean and documentation of the discussion must be recorded. If a student receives three or more written observations of concern or is reported for two breaches of the Health Insurance Portability and Accountability Act (HIPAA), or is cited for a single violation of the Digital Learning Environment and Educational Materials Policy (https://med.virginia.edu/policies/digital-learning-environment-and-educational-materials/) or a single egregious breach of professionalism, notice will be sent to the ASAC for review. Egregious behaviors, as identified by the College Deans, will be referred immediately to the ASAC, irrespective of whether previous observations of concern exist. The ASAC will assess the severity of the breach, the management, and the consequences which could include a change in academic status, reporting the behaviors in the student’s Medical Student Performance Evaluation (MSPE) or dismissal.

Phase 1 Grading and Progression

The pre-clerkship phase of the Cells to Society Curriculum comprises the first three semesters of the educational program. This phase consists of ten graded courses; each assigned a pass/fail grade at the end of the course:

Integrated Systems I (first semester)
Integrated Systems II (second semester)
Integrated Systems III (third semester)
Foundations of Clinical Medicine 1-A (FCM 1-A)
Foundations of Clinical Medicine 1-B (FCM 1-B)
Foundations of Clinical Medicine 1-C (FCM 1-C)
Patient Student Partnership 1-A (PSP 1-A)
Patient Student Partnership 1-B (PSP 1-B)
Patient Student Partnership 1-C (PSP 1-C)
Social Issues in Medicine (SIM)

Integrated Systems I consists of the following course components or “systems”: Cells to Society, Foundations of Medicine (FoM), Microbes & the Immune System (MIS), and Cells, Blood and Cancer (CBC). Integrated Systems II consists of the following course components: Musculoskeletal Integument System (MSI), Mind, Brain and Behavior (MBB) and Gastrointestinal System (GI). Integrated Systems III consists of the following course components: Cardiovascular System (CV), Pulmonary System (Pulm), Renal System, Endocrine-Reproductive System (Endo-Repro) and Classroom to Clinics (C2C). The final score for each integrated system is calculated using a weighted average of each course component or “system.” Weights are determined by the number of weeks assigned to the course component or “system.” In order to receive a passing grade for an integrated system course, a student must have a weighted mean score of 70%.

Patient Student Partnership 1 runs in tandem with Foundations of Clinical Medicine 1 and introduces students to a longitudinal patient experience. Students must achieve an 80% or greater on the requirements to pass this course. A grade assignment of pass/fail is made each semester

Student progress is monitored continuously by the Phase 1 Competency Committee, comprised of the Associate Dean for Curriculum, Associate Dean for Clinical Competency, Associate Dean for Assessment, Evaluation and Scholarship and members of the CCC. Throughout Phase 1, this committee monitors academic performance and makes individualized student remediation recommendations for consideration by the ASAC. Students who do not comply with the remediation plans required by the ASAC may receive professionalism concern cards.

In order to progress to the third semester of the curriculum, a student must pass Integrated Systems I and Integrated Systems II and have received a grade of P for FCM-1A and 1B, PSP-1A and 1B, as well as Social Issues in Medicine. Failure to meet any one of these criteria will result in a referral to the ASAC for review and action.

Successful completion of the third semester requires passing the Integrated Systems III course, and a grade of P in FCM-1C and PSP-1C. Failure to meet any one of these criteria will result in a referral to the ASAC for review and action.

Interim Assessments:

Interim assessments are any quiz, TBL, or assignment that count for less than or equal to 8% of the overall system or course component. Anything 8% or less of the system or course component total score will not be retaken.

Summative Examinations

Students achieving less than 70% on a summative assessment will take a reexamination based on the next summative retake schedule. The reexamination score will be the average of the two exams, not to exceed 75%. Students can retake only one summative exam on a scheduled re-examination day. A student who does not take an examination and who does not have an excused absence will receive a professionalism concern card and a referral to the ASAC.

Given extenuating circumstances and with approval by their College Dean, a student may delay the taking of a summative examination. The exam may not be taken prior to the scheduled date and time, and a student forfeits the right to challenge examination items to avoid delaying the post exam review process.

All required summative exam retakes for a given semester (Integrated Systems I, II, or III) must be completed before progression to the next semester or Phase of the curriculum.

Regarding anatomy practical examinations, a score of 70% or higher is passing. Individual anatomy practical exam scores factor into the respective organ system grades, e.g., an anatomy practical examination score in MSI factors into the MSI grade and an MBB anatomy practical exam score factors into the MBB grade. Anatomy practical examinations also are graded as a thread across the Integrated System in which they occur, i.e., Integrated Systems II or III. A cumulative score of 70% or higher across the anatomy thread in Integrated Systems II and III is required to pass. Students achieving a cumulative anatomy score of less than 70% for Integrated Systems II (consisting of anatomy practical examinations from MSI, GI and MBB) or Integrated System III (consisting of anatomy practical examinations from CV, Pulmonary, Renal and Endo-Repro) will require a reexamination including all anatomy from the semester failed, and the format for reexamination will be at the discretion of the anatomy director. Reexamination must occur by the end of the semester break immediately following the course in which the failure occurred.

Assessment in FCM-1 includes Observed Structured Clinical Exams. Students must achieve a passing grade on the OSCEs in FCM to pass the FCM course. A passing grade on the FCM-1B OSCE is required to pass FCM-1B and to progress to the third semester. A passing grade on the FCM-1C OSCE is required to pass FCM-1C and begin Phase 2. Students who fail an OSCE examination are required to participate in OSCE remediation sessions and a reexamination. A second failure of the FCM OSCEs results in an F in the corresponding course.

Decisions regarding remediation and/or change in academic status are made by the ASAC. When remediation is appropriate, the plan is tailored to the deficiency with a prescribed course of action and a time designated for re-review. Students are notified in writing by the ASAC regarding remediation requirements and any relevant academic status updates. Students are re-reviewed by the ASAC at the time prescribed in their remediation plan. The ASAC then determines whether the student has met criteria for advancement or if further actions are required.

Phase 2 Grading and Progression

Students who achieve a passing grade in Integrated Systems I, Integrated Systems II, Integrated Systems III, FCM-1A-B-C, PSP-1A-B-C, SIM, and the Clerkship Readiness Course may progress to Phase 2.

Students must pass the Clerkship Readiness Course prior to progressing further in Phase 2.

Phase 2 grades are determined in two ways: 1) at the completion of each clerkship by the Clerkship Grading Committee (CGC) and 2) longitudinally, at the completion of Phase 2 by the Clinical Competency Committee (CCC).

CGC Grades: Two levels of differentiation will be provided for clerkship-level grades: “competent” or “not yet competent.” The determination of the final grade for the clerkship will be made holistically, considering all assessments relevant to patient care activities within the clerkship. If a student is deemed “not yet competent” for a given clerkship, they will be referred to the ASAC.

CCC Grades: The CCC will provide a final designation of “distinguished,” “competent” or “not yet competent” for each student in each of the four following competency domains: patient care, medical knowledge, interpersonal and communication skills, and reflective practice. The CCC will provide a final designation of “competent” or “not yet competent” for each student in the competency domain of professionalism. The determination of the final grade will be made holistically, considering all assessments relevant to the competency over the duration of Phase 2. The CCC will make determinations as to whether the student is “on track” to achieve at least competency in each domain at several points during Phase 2. If a student is deemed “not on track” for one or more competency domains at any point during Phase 2, they will be referred to the ASAC.

Intersession

Intersession is a required three-week course graded as P/F at the completion of the final week of the course. Students must achieve a 70% on assignments to pass the course. Earning a cumulative score of less than 70% constitutes a failure and an automatic referral to the ASAC. Remediation of a failure in this course is required and would be arranged with the course directors and occur after completion of the Phase 2 curriculum.

Progress in Phase 2 is assessed continuously by the CCC. Students who are deemed “competent” for all clerkships and all competencies are recommended for progression to Phase 3.

USMLE Subject Examinations in Phase 2 and Phase 3

A passing score on each subject (shelf) examination will be set by the annual recommendation determined by the National Board of Medical Examiners. This passing score can be modified by recommendation of the Assessment Committee with review and approval by the Curriculum Committee. Students who do not achieve a passing score on a shelf examination will retake the exam on a designated retake date. Students will be given one retake of the examination.

Performance on all subject examinations is considered in the final, longitudinal determination of competency in the medical knowledge domain. Like all competency domains, if a student is deemed “not on track” to achieve competency for medical knowledge by the CCC, a recommendation for remediation will be made to the ASAC.

Foundations of Clinical Medicine-2

Foundations of Clinical Medicine-2 is an extension of the FCM curriculum. It runs in tandem with the Phase 2 and is a Pass/Fail course. A requirement of this course is successful passing of the Clinical Performance Examination (CPX) to be taken at the completion of Phase 2. Students who have failed the CPX are required to participate in CPX remediation sessions as a condition of their required reexamination.

Grading or Narrative Challenge in Phase 2

If a student wishes to appeal a CGC determination or the contents of their performance summary narrative in an individual clerkship the request must be made to the respective clerkship director within 2 weeks of the assignment of that grade. The student must meet with the clerkship director to discuss their concerns. If this does not resolve the issue, the student has the right to appeal in writing to the Associate Dean for Assessment, Evaluation and Scholarship. This appeal must occur within 2 weeks of the clerkship director decision. A joint decision regarding the appeal by the Associate Dean for Curriculum, the Associate Dean for Clinical Competency and Associate Dean for Assessment, Evaluation and Scholarship will be final.

If a student wishes to appeal a CCC determination, an explanation for the challenge must be submitted to the Associate Dean for Assessment, Evaluation and Scholarship within 2 weeks of the determination. The Associate Deans for Clinical Competency, Curriculum and Assessment, Evaluation and Scholarship will review, and their decision will be final.

Phase 3 Grading and Progression

There are 6 required courses in the Phase 3 Curriculum: Bedside to Community (B2C); an Advanced Clinical Elective (ACE); the Emergency Medicine Course (EM), the Critical Care Medicine Course (ICCM), the Internship Readiness Course and Foundations of Clinical Medicine-3 (FCM-3). The ACE, the EM Course, and the ICCM Course are 4-week required experiences that are graded Pass/Fail. B2C and the Internship Readiness Course are required 2- week courses that are graded Pass/Fail. FCM-3 runs throughout Phase 3 and is a Pass/Fail course. Students must achieve a passing grade in all 6 of these courses to receive credit or repeating these courses is required.

If a student fails and elective course, repeating an elective is not required, however the student will not receive credit toward the MD degree for that elective. A student must meet the elective credit requirements in order to fulfill graduation requirements. Failures in the Phase 3 curriculum will be referred to the ASAC.

Grading or Narrative Challenge in Phase 3

If a student wishes to challenge their grade or the contents of their performance summary narrative in a Phase 3 course, the request must be made to the course director within 2 weeks of the assignment of that grade. The student must meet with the course director to discuss their concerns. If this does not resolve the issue, the student has the right to appeal in writing to the Associate Dean for Assessment, Evaluation and Scholarship. This appeal must occur within 2 weeks of the course director’s decision. The joint decision of the Associate Dean for Curriculum, the Associate Dean for Clinical Competency and the Associate Dean for Assessment, Evaluation and Scholarship will be final.

Entrustable Professional Activities (EPAs)

Entrustable Professional Activities are clinical tasks outlined by the AAMC Core Entrustable Professional Activities for Entering Residency. Additional information about the program can be found at (https://med.virginia.edu/md-program/ume-md-curriculum/longitudinal-curriculum/) or in VMED.

Direct observations of EPA performance are required for all clerkships. The specific number of EPA assessments for each course/clerkship/elective are reviewed and approved by the Curriculum Committee. If a student fails to complete the required assessments, the EPA Leadership team will review the issue to consider submission of a Professionalism Concern card. The data from these observations will be provided to students and will be included as data points in the final grading decisions for both the Clerkship Grading Committees and the Clinical Competency Committee.

Incompletes and University Withdrawals

An Incomplete may be assigned for a course or clerkship on a student’s transcript should an emergent situation, e.g., death of immediate family member, illness or accident, etc., arise after the student successfully has completed the majority of the requirements. When the requirements have been completed, the Incomplete will be removed and replaced by the course or clerkship grade. An Incomplete grade will become an F one year after it is issued if not remediated. Grades that become an F after one year will not be changed after remediation.

Should a student need extended time off from medical school, interrupting a course or clerkship, the student must request a leave of absence or withdrawal per School of Medicine Leave of Absence, Withdrawal, Readmission Policy (https://med.virginia.edu/policies/leave-of-absence-withdrawal-and-readmission-policies/

Steps 1 and 2 of United States Medical Licensing Examination (USMLE):

Passing USMLE Step 1 and USMLE Step 2 is required for graduation. Students are allowed a total of three attempts to pass Step 1 and a total of three attempts to pass Step 2. Failure to pass either exam on the third attempt will result in the student’s dismissal from the School of Medicine, without recourse to the appeals process. For May graduation, passing both exams must be documented by May 1.

Graduation

In order to receive the recommendation from the ASAC for graduation and conferral of the MD degree, a student must satisfy all academic and professionalism requirements with no outstanding deficiencies. In addition, passing scores on the CPX, USMLE Step 1 and USMLE Step 2 are required for graduation.

Overall Time Limits

All requirements for graduation, including passing USMLE Step 1 and Step 2 , must be completed within six years from the date the student matriculated in the School of Medicine. For students in the MD/PhD combined degree program, graduation requirements must be completed within nine years; students in the MD/JD program must complete graduation requirements within eight years; for students in other combined degree programs graduation requirements must be completed within seven years. Exceptions to this policy are rare and must be approved by the ASAC.

Definitions of Academic Standing

A student is in good academic standing if the student makes satisfactory progress, defined as progressing at a pace of completion allowing the student to meet academic requirements to achieve the Doctor of Medicine degree within a six-year limit (150% of the program length) set from matriculation.

A student is not in good academic standing if making inadequate academic progress that threatens their ability to achieve the Doctor of Medicine degree within a six-year limit set from matriculation as determined by the Academic Standards and Achievement Committee.

Definitions of Academic Status

A student may be placed on academic warning by the ASAC during a specified period in which the student’s academic and/or professional deficiencies must be remediated or they will risk progression to academic probation. An academic warning is not reflected on the MSPE.

A student may be placed on academic probation by the ASAC during a specified period in which the student’s academic progress and/or professional behaviors are monitored closely with periodic required reviews by the ASAC. The student remains enrolled during this time. The committee may appoint specific faculty to implement remediation and evaluate the student’s progress. If deficiencies are not rectified according to the remediation plan set by the ASAC within the specified period of time, the student is subject to dismissal from the University. Academic probation is reflected on the MSPE.

Procedure for Addressing a Change in Academic Status

Students are notified in advance if ASAC is considering any change in academic status. Students may submit a written statement or any other relevant data to the ASAC and/or request to meet in person with the ASAC. All students subject to dismissal, suspension, or who may be required to repeat an academic period will be offered the opportunity to meet with the ASAC, whether at an ASAC meeting and/or a special meeting. An academic period is defined as any course or clerkship for which a student receives an independent grade.
If the ASAC determines that dismissal, suspension, or repetition of an academic period may be an appropriate action, the decision will be deferred, and the student will be invited to return before the committee at a special meeting subject to the process below. If it is known in advance that dismissal, suspension, or repetition of an academic period will be considered, the matter may be referred directly to a special meeting. Special meetings will be scheduled as soon as possible, but with the allowance of adequate time for the student to prepare. The purpose of the special meeting is to afford the student a full and fair opportunity to present any evidence they would like the ASAC to have before deciding on action. The following rules shall govern the special meeting:
In preparation, the student is permitted upon request to inspect their entire medical school file.
The ASAC chair (or their designee) will present information regarding the academic and/or professionalism concern(s), which may include documentation and/or witnesses. The student also will have the opportunity to present evidence to explain or mitigate the academic and/or professionalism concern(s), which may be in the form of their own testimony, witness testimony, or documentation.
Legal counsel representing the student may attend the meeting, but counsel’s role is limited to providing advice to the student. Legal counsel will not be permitted to participate actively in the presentation of testimony, questioning of witnesses or presenting argument.
Legal counsel for the University may attend the meeting to provide advice to the ASAC. Counsel for the University will not participate actively in the presentation of testimony, questioning of witnesses or presenting argument.
In advance of the meeting, the student and the ASAC chair will exchange exhibit and witness lists on a date to be determined by the ASAC chair. Thereafter, both parties may designate rebuttal exhibits and/or witnesses on a date to be determined by the ASAC chair. Absent unusual circumstances, no additional evidence will be permitted to be presented at the special meeting.
The student may present evidence at the meeting in the form of testimony (including their own) and documentary exhibits.
- Written statements may be produced in lieu of live testimony, with the understanding that such written statements may receive less weight than live witnesses, because there will be no opportunity to ask additional questions of the individual.
- The ASAC will take reasonable efforts to ensure that any SOM faculty and staff that the student requests to provide testimony at the special meeting are able to attend in person. However, this may result in scheduling delays.
At the meeting, the ASAC chair (or their designee) will present the academic and/or professionalism concern(s) regarding the student, followed by any additional evidence they wish to present to the ASAC for consideration. Thereafter, the student will present any evidence and/or testimony on their behalf. Following testimony of a witness or the student, the student and members of the ASAC will have an opportunity to ask questions.
- Witnesses must be treated with respect at all times. The ASAC chair may cease or limit questioning of a witness for failure to do so.
The special meeting will be recorded by the ASAC. No other recording or photography of the special meeting is permitted. Upon request, the student will be provided with a copy of the recording within a reasonable time following the hearing.
The ASAC chair retains the right to put reasonable limits on the number of witnesses to be presented and the total length of the special meeting based on the circumstances of the particular situation.
Following the special meeting, the ASAC will meet to decide on the appropriate remedy. The ASAC will hold a formal vote to confirm any decision. The student will be informed of the ASAC’s decision in writing as soon as possible following the vote.

Appeals

Students are not able to appeal decisions of dismissal if made on the grounds of failure of USMLE Step 1 or 2 examinations.
If the ASAC rules in favor of a suspension or dismissal from the School of Medicine for any other reason, the notification to the student will provide the option of an appeal and a description of the appeals process. The student must notice their appeal to the Associate Dean for Student Affairs no later than 14 days from the date of the notification or lose the right to appeal.
Upon written notification from an eligible student to the Associate Dean for Student Affairs indicating the student’s decision to appeal, the Associate Dean for Student Affairs shall notify the Appeals Committee, who will review the decision of the ASAC. The three-person Appeals Committee is a standing committee appointed by the Dean, comprised of three clinical department chairs, as well as two alternate clinical department chairs in case of conflict of interest or scheduling issues. The Assistant Dean for Compliance and Accreditation serves as staff liaison to the Appeals Committee, ex officio, and without vote.
The student is permitted to inspect their entire medical school file, including any material upon which the decision of the ASAC was based. The Appeals Committee will be provided with all materials submitted at the special meeting of the ASAC, to include a transcript of the special meeting, and a copy of all exhibits and other documents used or referenced at the special meeting. The student and the ASAC chair (or their designee) also will be provided with all of these materials not already in their possession.
The student is permitted to have counsel, but legal counsel’s role at the Appeals Committee hearing is to provide advice to the student. Legal counsel may not participate actively in the proceeding.
Legal counsel for the University may attend the hearing to provide advice to the Appeals Committee. Counsel for the University will not participate actively in the proceeding.
The Appeals Committee is to conduct an appeal hearing within a reasonable period of time as the schedules of the involved parties permit. In preparation for the appeal hearing, the Appeals Committee will review the special meeting record and evidence.
Appeals Committee hearings will provide both the student and the medical school representative presenting the case equal time to argue why the ASAC decision should be upheld or rejected. The Appeals Committee may limit the time provided for the hearing, which shall be binding upon the hearing participants. Absent unusual circumstances (to be determined by the Appeals Committee chair), no new evidence or witnesses may be produced at the appeal hearing. Instead, the appeal hearing is an opportunity for the student to highlight the important pieces of information and evidence presented to the ASAC, and advocate for a different outcome.
The Appeals Committee will uphold, modify, or reject the decision(s) of the ASAC. In its deliberations, the Appeals Committee must accord deference to the decision of ASAC. The Appeals Committee’s review shall be limited to: (a) compliance with the Policy on Academic and Professional Advancement and other applicable UME policies and procedures, and (b) whether there is sufficient evidence to support the decision of ASAC. The Appeals Committee may uphold, modify or reject the adverse action. However, before modifying or rejecting the adverse action, the Appeals Committee must conclude that: (a) there was a failure to follow the Policy on Academic and Professional Advancement and/or other applicable UME policies and procedures and that failure negatively affected ASAC’s decision, and/or (b) that there is not substantial evidence to support the decision.
The appeal hearing will be recorded by the Appeals Committee. No other recording or photography of the hearing is permitted. Upon request, the student will be provided with a copy of the recording within a reasonable time following the hearing.
Following argument by the student and the ASAC chair (or their designee), the Appeals Committee will adjourn the hearing and reach a decision.
The Appeals Committee’s decision must be submitted to the student, the chair of the ASAC, and to the Dean and/or the Dean’s designated chief academic officer within ten (10) calendar days of the close of the hearing and copied to the Office of Educational Affairs and the registrar.
The decision of the Appeals Committee will be final, except that a student may submit a procedural challenge for failure to comply with the academic appeals process to the Dean of the School of Medicine. Should the Dean and/or the Dean’s designated chief academic officer determine that there was a failure to follow procedure, the Dean and/or the chief academic officer will remand to the Appeals Committee for remediation of the compliance issue and reconsideration.

General Operational Procedures

The ASAC will schedule monthly meetings and will also meet on an as-needed basis (within 10 days of a report, e.g., egregious behavior) to address immediate issues. The ASAC may be superseded by University policy or legal action.

Medical Scientist Training Program Students

Decisions regarding academic promotion and/or deficiencies of MSTP students during their MD coursework are governed by the ASAC. Though the final decisions are determined by the ASAC, the determination is weighted heavily upon the recommendation of the BIMS Academic Progress and Achievement Committee (BAPAC), which acts as a subcommittee to the ASAC with respect to MSTP students. The BAPAC serves as an institutional oversight committee with representation from all Biomedical Sciences (BIMS)-affiliated degree-granting programs to ensure that individual programs have followed their processes regarding advancement, remediation and dismissal, ensuring due process for students. The BAPAC assesses whether the policies have been followed and assures fairness and consistency across the interdisciplinary programs comprising BIMS. See individual BIMS-affiliated PhD program standards and “BAPAC Operating Procedures” at https://med.virginia.edu/bims/forms-and-committees/committees/bims-academic-progress-and-achievement-committee/.

Reports of an MSTP student’s unprofessional, unethical, or illegal activities or behaviors are reviewed and acted upon by the ASAC.

MD/MPH Combined Degree Students

Decisions regarding academic promotion and/or remediation of deficiencies of PHS graduate students during their MD coursework are governed by the ASAC. Final decisions are determined by the ASAC, but the decision is weighted heavily upon the recommendation of the PHS Academic Promotion and Achievement Committee (PHS APAC), which acts as a subcommittee to the ASAC with respect to PHS graduate students. See SOM Bylaws, Section 8, Standing Committees, PHS Academic Promotion and Achievement Committee, (https://med.virginia.edu/policies/by-laws/ ).

Reports of a MD/MPH graduate student’s unprofessional, unethical, or illegal activities or behaviors are reviewed and acted upon by the ASAC.

Oversight

The Curriculum Committee has oversight and approval for this policy.

Related Policies

History

Updated January 2026
Revised July 2025
Revised and reaffirmed March 2025
Revised and reaffirmed May 2024
Revised August 2023
Reviewed and reaffirmed May 2023
Revised June 2022
Revised June 2021
Revised July 2020
Revised June 2019
Revised July 2018
Revised June 2017
Revised July 2016
Revised November 2015
Revised July 2015
Revised August 2014
Revised August 2013
Original effective date April 1, 2012