UCSF Self Study

UCSF SCHOOL OF MEDICINE
SELF-STUDY
FOR THE LIAISON COMMITTEE ON MEDICAL EDUCATION
JANUARY 2011
TABLE OF CONTENTS
INTRODUCTION ........................................................................................................................................ 3
A. Background ................................................................................................................................... 3
B. Institutional Self-Study Process .................................................................................................... 3
C. Prior Site Visit Findings................................................................................................................ 4
D. Institutional Response ................................................................................................................... 5
I. INSTITUTIONAL SETTING .............................................................................................................. 6

A. Governance and Administration ................................................................................................... 6
B. Academic Environment................................................................................................................. 8
II. EDUCATIONAL PROGRAM FOR THE MD DEGREE ................................................................. 13

A. Educational Objectives ............................................................................................................... 13
B. Structure of the Educational Program ......................................................................................... 14
C. Teaching and Evaluation ............................................................................................................. 18
D. Curriculum Management ............................................................................................................ 21
E. Evaluation of Program Effectiveness .......................................................................................... 24
III. MEDICAL STUDENTS ................................................................................................................. 28

A. Admissions .................................................................................................................................. 28
B. Student Services .......................................................................................................................... 31
C. The Learning Environment ......................................................................................................... 34
D. Student Perspective on the Medical School ................................................................................ 36
IV. FACULTY ...................................................................................................................................... 38

A. Number, Qualifications and Functions ....................................................................................... 38
B. Personnel Policies ....................................................................................................................... 39
C. Governance ................................................................................................................................. 40
V. EDUCATIONAL RESOURCES ....................................................................................................... 42

A. Finances ...................................................................................................................................... 42
B. General Facilities ........................................................................................................................ 45
C. Clinical Teaching Facilities ........................................................................................................ 46
D. Information Resources and Library Services .............................................................................. 48
SUMMARY ................................................................................................................................................ 50
APPENDICES
A: LIST OF SELF-STUDY COMMITTEE MEMBERS ........................................................................ 53
B: GLOSSARY OF TERMS ................................................................................................................... 57
C: ORGANIZATIONAL CHART FOR THE UCSF SCHOOL OF MEDICINE DEAN’S OFFICE .... 62
D: ORGANIZATIONAL CHART FOR MEDICAL EDUCATION ...................................................... 63
E: MAP OF UCSF AND SAN FRANCISCO………………………………................Inside Front Cover
F: CURRICULUM BLUEPRINT……………………………………………...............Inside Back Cover
UCSF Self-Study for LCME Introduction
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO

SCHOOL OF MEDICINE
INSTITUTIONAL SELF-STUDY REPORT
INTRODUCTION
A. Background
The UCSF School of Medicine, the second medical school established in the Far West, was founded in
1864 as Toland Medical College and became affiliated with the University of California in 1873. As the
only all health sciences campus of the 10-campus University of California public system, UCSF has a
unique campuswide unity and commitment to advancing health worldwide™. The campus has four
professional schools (Dentistry, Medicine, Nursing and Pharmacy) and a Graduate Division plus UCSF
Medical Center and Children’s Hospital and the Langley Porter Psychiatric Institute. In addition, UCSF
faculty and housestaff provide care at two closely affiliated medical centers: San Francisco General
Hospital (SFGH) and the San Francisco Veterans Affairs Medical Center (SFVAMC). UCSF’s trainees
include approximately 3,600 professional and graduate students, residents, and fellows. The School of
Medicine matriculates 149 medical students in San Francisco and 16 in the Joint Medical Program at UC
Berkeley, for a total enrollment of 678 in 2009-10.
UCSF made a remarkable transformation from a small regional medical school in the 1960s to its current
position as a world leader in scientific discovery and translational science. In 2009, UCSF received more
NIH research funds than any other public institution and received the second-largest amount of all
institutions nationwide; the School of Medicine ranked second in receipt of NIH research funds among all
United States medical schools. The UCSF faculty has four Nobel laureates, 57 members of the American
Academy of Arts and Sciences, 40 members of the National Academy of Sciences, 69 members of the
Institutes of Medicine and 17 Howard Hughes Medical Institute investigators. In the 2010 survey on
“America’s Best Graduate Schools” conducted by U.S. News & World Report, the UCSF School of
Medicine is ranked among the top five medical schools in the nation (fourth in research and fifth in
primary care). In the same 2010 U.S. News & World Report, the other professional schools at UCSF were
ranked first or second, and the graduate programs in the biological sciences were rated seventh. For the
10th consecutive year, UCSF Medical Center ranks among the nation’s top 10 premier hospitals and is the
best in Northern California, according to the 2010-11 America’s Best Hospitals survey conducted by U.S.
News & World Report. In addition, the SFVAMC receives the most research funding of any Veterans
Affairs Medical Center in the nation. Over the past decade UCSF School of Medicine has also been
recognized as a leader in medical education research and innovation.
B. Institutional SelfStudy Process
This report summarizes the findings of the UCSF Institutional Self-Study Task Force and is based upon
the Institutional Database and seven committee reports. From 2007 to 2009, the educational leadership
team worked on a model of “LCME compliant all the time” by creating an LCME Standard-Tracking
database to track institutional data relevant to each LCME standard, and by working with each of the
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curriculum committees to ensure compliance with all standards. The LCME self-study database was
completed in December 2009 and the self-study committees met from January through March 2010. The
Overall LCME Institutional Self-Study Committee assimilated the six subcommittee reports, identified
greatest strengths and addressed areas for improvement. In the spring of 2010, several task forces were
appointed to complete work on these improvement initiatives. The self-study report was reviewed and
approved by the LCME Institutional Self-Study Committee and discussed by the school and campus
leadership, the School of Medicine Faculty Council, and the Committee on Curriculum and Educational
Policy. This summary report has been posted on the School of Medicine website and distributed broadly.
Members of the LCME Institutional Self-Study Committee and its subcommittees, who are listed at the
end of the summary, were broadly representative of the school and campus.
This summary report describes the ways in which UCSF is continuing to innovate and pursue its mission
of advancing health worldwide™. Overall, the LCME self-study committees identified great strengths in
every mission. Specifically, UCSF has exceptional students, teachers and residents; a culture of
innovation and excellence across the continuum of medical education; rich research opportunities and
individualized learning experiences; strong support of the Dean and senior education leadership; an
effective and active system of central oversight for the curriculum; and outstanding educational
technology. In addition, the educational enterprise is guided by and contributes to the scholarship of
teaching and learning. Our faculty members, students, residents, fellows and staff published 78 peer
reviewed journal articles; gave 233 scholarly presentations or workshops on medical education locally,
nationally and internationally; and received 73 honors and awards for their leadership and scholarship in
medical education.
Several areas were identified for improvement: advising, clarity of clerkship grading, student health
services, library access, anatomy lab, VA shuttle service and call rooms at some hospitals. Each area has
subsequently been addressed.
C. Prior Site Visit Findings
The 2003 LCME site visit team recognized many strengths of UCSF, including exemplary leadership by
Dean Haile Debas, the new integrated curriculum, the Office of Medical Education, student learning
through a wide spectrum of educational technology and information resources, excellence in biomedical
research, and department Chair support of the school’s mission and educational programs.
Notwithstanding these considerable strengths, there was one noncompliance item and four transition
items:
1. Noncompliance item: Administrative control of clerkship education at UCSF Fresno raised
concerns about the comparability of learning experiences between the main campus and Fresno
(ED-8).
2. Transition item: Impact of Mission Bay on school’s faculty, students and programs.
3. Transition item: Vision and goals of the new Dean, particularly as they relate to the medical
education program.
4. Transition item: Outcome measures reflecting successes or challenges in the implementation of
the new curriculum.
5. Transition item: Small group instructional space needed for new curriculum.
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D. Institutional Response
1. UCSF Fresno: Clerkship directors and the educational leadership are actively engaged with site
directors at Fresno. Detailed examination of evaluation data revealed no significant differences in
learning outcomes across UCSF clerkship sites, including Fresno.
2. Mission Bay Campus: The beautiful new research campus at Mission Bay has expanded research,
classroom and recreational capacities. An extensive shuttle system connects Mission Bay with the
other primary campus sites around the city, and videoconferencing systems are expanding to
reduce commuting requirements.
3. New Dean: Dean Debas was succeeded by Dr. David Kessler, who in turn was replaced with Dr.
Sam Hawgood as Interim Dean from 2007 to 2009 and as Dean from 2009 to the present. All
have provided strong leadership for the school and supported the educational mission.
4. Outcomes: All performance outcome measures for the new curriculum are excellent (see
database).
5. Small Group Classrooms: With the development of Mission Bay classrooms and the upcoming
completion of the Teaching and Learning Center in the Parnassus library, classrooms will soon be
more than adequate to meet the needs of the school and the campus.
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UCSF Self-Study for LCME Institutional Setting
I. INSTITUTIONAL SETTING
A. Governance and Administration
Planning. At the campus level, the school participated in a broad-based strategic planning process led
by the Executive Vice Chancellor and Provost from 2005 to 2007. This extensive process resulted in a
unified mission and vision statement, which the school has adopted to guide ongoing strategic
decisionmaking. The UCSF mission is advancing health worldwideTM, and there are specific visions and
goals for each mission, including education (to develop the world’s future leaders in health care delivery,
research and education). These plans have successfully established budget priorities, strategic directions
and capital development plans for the campus; and continue to guide the campus.
On an annual basis, the School of Medicine Dean and Vice Deans identify strategic issues that need
engagement of the entire school’s leadership. These issues become the focus of the School of Medicine
Leadership Retreat, which sets strategic and tactical direction for the school. The approximately 150
invited participants include the leadership of the Dean/Vice Chancellor’s office, department Chairs,
directors of centers and organized research units, the leadership of the medical center and Chancellor’s
office, Deans of other schools and the graduate division, and key faculty and trainees appropriate for the
chosen topic. Task forces are formed each year to prepare for the retreat. Examples of the impact of past
retreats include endorsing and receiving the first Clinical and Translational Science Award from NIH; site
selection for the new children’s, women’s specialty and cancer hospitals at Mission Bay (which will open
in 2014); and, most recently, identifying a sustainable funding model for the educational mission. This
last topic resulted in the appointment of a post-retreat committee to develop measures of the teaching
contributions of the faculty that will be used by the SOM Executive Budget Committee to guide resource
allocations in 2012.
Additional planning occurs for each mission. For example, the leadership of clinical departments
participates with the leadership of the medical center in strategic planning to address changes in the health
care landscape, challenges of clinical growth, and improvements to be gained from a culture of shared
accountability between the school and the medical center. The Dean, who also serves as Vice Chancellor
for Medical Affairs, meets on a regular basis with the Chancellor’s executive team to set, implement and
evaluate progress on strategic plans at the campus level. The Vice Dean for Education oversees an annual
process in which each Associate Dean in medical education develops goals, objectives and an action plan
for his or her unit. This system of campus, school and educational program planning works exceptionally
well. Taken together, these planning processes work very effectively to engage the UCSF community and
make timely decisions about the school’s future.
Governance. The Dean of the School of Medicine/Vice Chancellor for Medical Affairs reports
directly to the Chancellor of UCSF, who reports to the President of the University of California. For more
than a century, shared governance between the Board of Regents, the University of California systemwide
President and the faculty has ensured the highest standards of excellence in fulfilling the University of
California's mission of teaching, research and public service. The Academic Senate, the representative
body of the University faculty, is empowered by the Regents to exercise direct control over academic
matters. With the exception of the School of Medicine Faculty Council, a representative body of the
Academic Senate, all committees in the school report directly or indirectly to the Dean. This dual
governance system works well to advance the missions of the school and University. The Dean has
overall responsibility for medical student education, which he delegates to the Vice Dean for Education as
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the Chief Academic Officer for all professional education in the school (undergraduate, graduate and
continuing medical education). The Vice Dean for Education oversees a superb team of educational
leaders who steward the academic programs of the school.
The medical school has seven Vice Deans, 12 Associate Deans and two Assistant Deans. The size and
composition of the medical school administration are comparable to those of similar institutions, are
appropriate to its mission and work exceptionally well.
Safeguards to prevent conflict of interest at the level of the Board of Regents are well delineated and
closely monitored at the UC Office of the President to ensure compliance. Approval of the Board of
Regents is required for significant strategic decisions, including the appointment of the Dean and senior
leadership in the Chancellor’s Office at UCSF, any salaries over a certain level, fundraising campaigns
above $5 million, major capital projects, acquisitions, mergers, the establishment of new schools, and the
campus Long Range Development Plan.
Medical School/University/Clinical Affiliates. The School of Medicine Dean/Vice

Chancellor for Medical Affairs works closely and effectively with the Chancellor. In addition to
providing leadership and direction for the School of Medicine, the Dean/Vice Chancellor for Medical
Affairs is part of the UCSF senior management team and has a significant leadership role in campuswide
strategic planning, management and policy development. Dr. Hawgood has the necessary and appropriate
access to the Chancellor to perform his duties. Dean Hawgood also works closely and collaboratively
with the UCSF Medical Center CEO Mark Laret; they have weekly meetings and each serves on the
other’s key advisory committees. A new clinical enterprise governance model under their joint direction
has recently been adopted.
The School of Medicine’s large and robust educational, research and clinical programs extend beyond
UCSF and its medical center to a wide array of affiliates. The diversity of these affiliates adds immense
value to the research, education, clinical care and public service missions of UCSF. The role of these
affiliates varies from extremely close and integrated, as in Langley Porter Psychiatric Institute (LPPI),
San Francisco General Hospital and Trauma Center (SFGH), and the San Francisco Veterans Affairs
Medical Center (SFVAMC); to UCSF Fresno and its three affiliated hospitals, Community Regional
Medical Centers, Children’s Hospital Central California and the Central California Veterans Affairs
Medical Center; to less closely affiliated hospitals such as the California Pacific Medical Center, Kaiser
Permanente, and Children’s Hospital and Research Center Oakland, among others. The School of
Medicine manages its roles and relationships with its partners carefully, thoughtfully and effectively.
In 2014, a new, 289-bed, 878,000-gross-square-foot children’s, women’s specialty and cancer hospital
complex at Mission Bay is scheduled to open. Additionally, in 2009, construction began on a new
448,000-square-foot SFGH building. Scheduled to open in 2015, it will have 284 inpatient beds, which is
32 more than the current hospital.
Organizational Stability. Since 2003, the UCSF School of Medicine has had two Deans, Dr.
David Kessler (2003-2007) and Dr. Sam Hawgood (Interim Dean 2007-2009, Dean 2009-present). Dr.
Hawgood enjoys great respect and support within the school and campus. There has been notable stability
in the cadre of 19 Vice Deans and Associate Deans, all but three of whom have held their positions
between five and 15 years. The core medical education leadership team, under the direction of Vice Dean
David Irby, has been very effective and stable for more than a decade.
Dean Kessler appointed the leadership (chairs or co-chairs) of nine of the 29 Departments: Cellular and
Molecular Pharmacology; Epidemiology & Biostatistics; Laboratory Medicine; Medicine; Obstetrics,
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Gynecology & Reproductive Sciences; Ophthalmology; Orthopaedic Surgery; Physiology; and Radiation
Oncology. Medicine was vacated when the previous Chair became Dean of the Columbia School of
Medicine, and Obstetrics was vacated when the Chair was promoted to Provost of the UCSF campus. In
addition, Dr. Kessler successfully recruited leadership to a new Institute for Human Genetics and a new
Center of Regeneration Medicine and Stem Cell Research.
Dr. Hawgood has appointed Department Chairs of: Anesthesia & Perioperative Care; Biochemistry &
Biophysics; Cellular and Molecular Pharmacology; Physical Therapy & Rehabilitation Science; a new
Department of Bioengineering and Therapeutic Sciences; and a new Department of Emergency Medicine.
In addition, he appointed new Directors for the Philip R. Lee Institute for Health Policy Studies and the
Osher Center for Integrative Medicine. He has selected Interim Chairs in Pediatrics; Psychiatry; and
Anthropology, History and Social Medicine (DAHSM). Active searches are underway in Pediatrics and
Psychiatry; the Department of Anthropology, History and Social Medicine (DAHSM) search is pending a
program review of the department.
Chancellor Sue Desmond-Hellmann replaced Chancellor J. Michael Bishop in 2009; she has pursued an
active agenda of improving strategic and operational excellence of the campus. Her leadership is greatly
admired and appreciated.
B. Academic Environment
Graduate Programs. The graduate programs at UCSF play a prominent role in making UCSF an
international center of excellence in biomedical research and education, and offer medical students
opportunities to explore biomedical sciences in greater depth. Graduate programs are distributed
throughout the schools of medicine, dentistry, nursing and pharmacy with a total enrollment in 2009-10 of
1,604 graduate students. The majority are split between the schools of medicine (625 students) and
nursing (749 students). The graduate programs housed in the School of Medicine include: Advanced
Training in Clinical Research (37 master’s students); Biochemistry (119 PhD students); Bioengineering
(73 PhD students); Biomedical Sciences (156 PhD students); Biophysics (55 PhD students); Cell Biology
(23 PhD students); Developmental Biology (10 PhD students); Genetics (12 PhD students); Medical
Anthropology (15 PhD students); History of Health Sciences (8 PhD students); Neuroscience (84 PhD
students); and Physical Therapy (33 master’s and 25 PhD students). Graduate students are distributed
throughout 35 different departments, including basic science and clinical departments, institutes and
centers. Clinical departments and research institutes with significant numbers of students include
Cardiovascular Research Institute (17 students), Medicine (27 students), Neurology (16 students),
Obstetrics, Gynecology and Reproductive Sciences (8 students), Pathology (20 students), Pediatrics (8
students), Psychology (10 students), Radiology (22 students) and Surgery (8 students).
The graduate programs are organized into two umbrella programs, the Program in Biological Sciences
(PIBS) and the Biomedical Sciences Program (BMS). Within PIBS, there is a further grouping of
graduate programs into an entity called Tetrad, which groups the programs in Biochemistry, Cell Biology,
Developmental Biology and Genetics into a single organization with an integrated educational system that
included 164 students in 2009.
Each graduate program is reviewed approximately every five years. Since 2008, 10 UCSF basic science
graduate programs have been reviewed. All of these programs were considered excellent to outstanding in
comparison with peer institutions around the country. In addition, the graduate program in Medical
Anthology received an excellent review in comparison to its national peer group.
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Basic science faculty members teach throughout the medical school curriculum. The graduate programs
and the research associated with them provide a rich opportunity for medical students to pursue in-depth
research, with or without attainment of a doctorate. UCSF has a strong Medical Scientist Training
Program (MSTP) that enrolls approximately 12 students per year. In addition, a majority of medical
students engage in research projects that range from several months to a full year either independently
arranged or through the Pathways to Discovery programs in Molecular Medicine and Clinical and
Translational Research. All graduate courses are open to medical students and some take advantage of
this opportunity. A small number of graduate students enroll in medical school courses. Finally, the
numerous seminar series hosted by graduate and clinical programs are an important venue for interactions
among the different academic communities.
Graduate Medical Education. UCSF sponsors 73 residency and fellowship programs. Each
program is fully accredited by the ACGME, with an average accreditation cycle of 4.5 years (out of a
maximum of 5.0). The GME programs attract trainees from among the nation’s best medical students and
residents.
Residents and fellows are given defined time to teach on each clinical service and receive explicit training
in teaching. At teaching workshops and other seminars designed for residents and fellows, trainees learn
how to create a positive learning climate, teach effectively in brief periods of time, teach procedures,
provide effective feedback and evaluate learners, facilitate small group discussions, teach as a consultant,
and lead a clinical team. Similarly, each chief resident participates in a specifically designed curriculum
on effective teaching skills, with additional emphasis on leadership development, conflict management
and effective mentoring skills.
Medical students evaluate residents and fellows at the conclusion of each clinical rotation. These
evaluation data are an important component of each GME trainee’s formal twice-yearly evaluation. In
addition, medical students select residents and fellows for an array of teaching awards. These elements
further foster an environment in which teaching is valued as an essential feature of each resident’s and
fellow’s position.
Residents and fellows participate in the UCSF Pathways to Discovery program alongside UCSF medical
students. This unique learning environment allows residents and fellows to form a different type of
learning partnership with medical students and to provide valuable “near-peer” role modeling and
mentoring in pursuit of scholarly activities. Approximately equal numbers of residents and fellows
participate in the Pathways program. More than half of UCSF residents and fellows presented a scholarly
poster or oral presentation at a regional or national meeting in the last academic year. This program is just
one example of the close working relationship and joint programming between GME and UME.
There are no major changes planned in UCSF Graduate Medical Education programs through 2014.
Continuing Medical Education. UCSF sponsors more than 200 CME activities for more than
26,000 learners each year. These include live courses, regularly scheduled conferences and online
enduring materials. Medical students participate in CME activities at UCSF in several ways. Students are
directly impacted by regular attendance (typically while on core clinical rotations and/or clinical
electives) at CME activities, including grand rounds, morbidity and mortality conferences, and other
regularly scheduled series. UCSF’s CME also contributes to medical student education through ongoing
professional development of medical school faculty.
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Research. UCSF’s research activities are outstanding as measured by a variety of metrics and continue
to grow. This is true not only for the faculty of the School of Medicine but also for the faculty of the
schools of dentistry, nursing and pharmacy.
According to figures released by the National Institutes of Health (NIH) in 2010, UCSF was the second-
largest recipient of research support in 2009. UCSF ranked first among public institutions. UCSF school
of pharmacy was number one amongst pharmacy schools as it has been for the past 30 years and the
schools of dentistry and nursing were second in total NIH dollars in their fields, and have consistently
ranked either number one or number two in recent years. The School of Medicine ranked second in the
nation, and 14 departments ranked in the top 10, including four departments that were ranked first:
Anesthesia & Perioperative Care; Medicine; Neurological Surgery; and Obstetrics, Gynecology &
Reproductive Sciences.
Our exceptional faculty continues to receive national and international acknowledgment for their impact
on the health sciences, including Elizabeth Blackburn, who won the 2009 Nobel Prize in Physiology or
Medicine and became the fourth Nobel laureate from UCSF.
In the area of educational scholarship, our faculty, students, residents, fellows and staff gave 233
scholarly presentations or workshops on medical education locally, nationally and internationally, and
have published 78 peer-reviewed journal articles in 2009-10. The faculty received 73 honors and awards
for leadership and scholarship in medical education.
Historically, UCSF’s research programs were constrained by limited space at the Parnassus campus. This
has changed dramatically since the opening in 2003 of the Mission Bay campus, which currently has six
research facilities, including Genentech Hall, the California Institute for Quantitative Biosciences (Byers
Hall), Rock Hall, the Cardiovascular Research Institute Building, and the Helen Diller Family Cancer
Research Building. In addition, ground has been broken for a new Neuroscience building. Construction
also is underway at the Parnassus campus for the new Eli and Edythe Broad Center of Regeneration
Medicine and Stem Cell Research at UCSF. The combined expansion of UCSF research space has
enabled the development of new research programs and initiatives. It is expected that recruitment of new
faculty over the next five years will stimulate new research directions that will be at the forefront of
biological sciences.
Resources for clinical and translational sciences at UCSF were significantly enhanced in 2006 with an
NIH award to fund the Clinical and Translational Science Institute (CTSI). UCSF was one of 12
institutions nationally to be funded in the first round of these transformative awards designed to enhance
the infrastructure for clinical and translational sciences. There are extensive resources available to faculty
members to enable them to be successful in conducting their research.
Medical Student Research. Research activities at UCSF have a substantial impact on the
education of medical students, who are frequently attracted to UCSF because of its reputation as a
premier research institution and often take advantage of these exceptional research opportunities. For two
decades, the UCSF Director of Medical Student Research has linked students with research opportunities.
Self-reports from UCSF graduates suggest these efforts are successful: Approximately 82% of the 2010
graduating class participated in research with a faculty member, and 63% reported authorship on a
research paper submitted for publication. The breadth of high-quality research opportunities was
identified as a major area of strength in the LCME independent student analysis report.
Numerous programs, including several initiated since the previous LCME review, support and encourage
the connection of students with research. Long-standing programs include the MD/PhD Medical Scientist
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Training Program (MSTP), the UCSF-UC Berkeley Joint Medical Program (JMP), the Certificate
Program in Biomedical Research (CPBR), and the MD with Thesis. Recently initiated programs include:
UCSF’s Program in Medical Education for the Urban Underserved (PRIME-US), which is the UCSF
branch of the UC systemwide PRIME; the Pathways to Discovery program, a School of Medicine
strategic initiative to support student careers in scholarship and innovation; and the Pathways Funding
Agency, which has consolidated and rationalized student research funding opportunities. The
infrastructure to support student research is strongest in basic biomedical sciences and in clinical and
translational sciences. Recent initiatives seek to enhance student research opportunities in global and
population health sciences, behavioral and social science research, and educational research. All of these
programs are elective, communicated to students though the medical student web portal and class
listservs, and involve the majority of students. According to the AAMC MSMMT-2010 report, 78% of
UCSF students participated in research over the past three years, which places UCSF in the 75th percentile
of all medical schools nationally.
ServiceLearning. Service-learning is a key component of student learning experiences and is often

integrated into the curriculum, providing ongoing opportunities for students to prepare for, and
subsequently reflect on, their community engagement and its influence on their identity as an emerging
health professional. Through a rich array of elective and selective opportunities, students engage with
underserved populations in San Francisco, the larger Bay Area and the greater state of California.
Many electives are student-run and some draw nearly classwide participation. Students hold information
sessions to engage their peers and encourage participation in various opportunities for subsequent years.
Ongoing recruitment and publicity for these groups and related activities continue through the class
listservs and postings in the Student Lounge. The Office of Student Affairs, individual departments and
additional faculty preceptors support these initiatives, offering guidance and financial support for student
service-learning.
Diversity. UCSF is strongly committed to nurturing diversity and ensuring that UCSF continues to
attract the best and most diverse candidates for faculty, staff, students and trainee positions. Our goal is to
create a climate and culture that welcome, celebrate and promote respect for the contributions of all; and
we are making strides in each area. As defined in the UC Diversity Statement:
Diversity refers to the variety of personal experiences, values and worldviews that arise from
differences of culture and circumstance. Such differences include race, ethnicity, gender, age,
religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and
geographic region, and more.
Progress in achieving a diverse work and learning environment starts with enhancing the pipeline of
students and UCSF has several initiatives to achieve this. Inside UCSF, a two-day program featuring
UCSF student panels, interactive workshops, and receptions with faculty and staff is an annual event that
brings potential applicants to campus. Last year, the majority of participants were African American and
Hispanic; more than 50% were female and many were first-generation college students. Additionally, the
Office of Outreach and Academic Advancement in the School of Medicine and the Office of Academic
Diversity on the campus assist in coordinating many student outreach events sponsored by all four
professional schools. Medical school faculty members travel to professional meetings throughout the
country, making contact with potential candidates committed to diversity and encouraging them to apply
to positions at UCSF.
The percentage of total medical students underrepresented in medicine (UIM) rose from 16% in 2004 to
29% in 2010, making UCSF the most diverse medical school class in California. Female medical students
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comprised 54% of the entering class. The premium that UCSF places on diversity appears to be
successfully communicated to students, who, in our LCME independent student survey, rated highly their
overall sense of acceptance based on race, sexual orientation and religion. In 2006, the school launched
the Program in Medical Education for the Urban Underserved (PRIME-US) with the purpose of
addressing the issues of physician shortages, health disparities and health care access that affect millions
of low-income and minority patients living in urban areas. Once enrolled in UCSF PRIME-US, students
participate in seminars and preceptorships that connect students with urban underserved patients and
programs. Half of the entering class in 2010 applied for the 16 available positions in this program and it
continues to be a magnet for a diverse class.
Diversity in residency and fellowship programs is 9.2% UIM and 53% female. Significant efforts are
being initiated at the school and department levels to recruit UIMs and to continue developing a
welcoming learning and working environment.
While the school has increased the total number of UIM faculty members, the overall percentage remains
constant at 5%. The school faculty is 41% female. Faculty support programs include the efforts organized
by the Chancellor’s Council on Faculty Life, which provides welcoming and orientation sessions, a Coro
leadership development program, mentoring for all new and junior faculty, mindfulness training and a
new faculty biography program. Among the 40 Chairs and Directors who report to the Dean, 25% are
women, and 4% are underrepresented in medicine.
Professional and clerical staff in the school includes 17% UIM and 70% female. Policies and practices
encourage diversity in hiring and professional development.
Our greatest success has been achieved in medical student diversity. To enhance diversity at all levels
throughout our campus, the Chancellor has created a position in her executive team, a Vice-Chancellor
for Diversity and Outreach. The Vice Chancellor will be responsible for developing and implementing a
strategic plan with campus wide goals on diversity and outreach, focusing on overall campus climate,
recruitment, and retention for students, faculty and staff and operating within federal and state legal
restraints.
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UCSF Self-Study for LCME Educational Program for the MD Degree
II. EDUCATIONAL PROGRAM FOR THE MD DEGREE
The school has created a well-integrated medical student curriculum that promotes achievement of core
competencies while also encouraging students to pursue individualized learning plans and scholarly
interests. An environment of continuous quality improvement that is responsive to student input is created
from a strong central oversight that actively engages faculty members and students and a comprehensive
evaluation system. The curriculum is significantly enhanced by partnership with an outstanding
educational technology team that provides cutting-edge resources for tracking curriculum, online
learning, and program evaluation.
A. Educational Objectives
Beginning in 2004, the school began the transition to a more competency-based curriculum, which has
resulted in a set of educational objectives (also known as graduation competencies) categorized by
ACGME competency domains. Between 2004 and 2006, a detailed plan for the modification of
schoolwide objectives and alignment of those objectives with the ACGME competency domains was
drafted by the Committee on Student Assessment (COSA), a 25-member committee charged with
recommending a longitudinal assessment system. Based on COSA’s work, another working group, the
Program on Student Assessment, modified the schoolwide objectives and stewarded their approval in
2007 by the Committee on Curriculum and Educational Policy (CCEP). During the past two years, under
the leadership of the Chairs of the curriculum oversight committees in conjunction the Director for
Student Assessment, these schoolwide objectives and competencies have served as effective guides for
education program planning as educational committee leaders have mapped course and clerkship
objectives to competencies. Similarly, these schoolwide educational objectives and competencies have
guided the mapping of assessments to course and clerkship objectives. In 2009, milestones for each year
were approved and the competencies were used with entering medical students as guides for their
portfolios, which beginning in fall 2009 they were required to develop.
Understanding Objectives. The process of transitioning to a more competency-based curriculum

has markedly increased the level of understanding of schoolwide educational objectives among
educational leaders, administrators, faculty, students and others in the medical education community.
Across the curriculum, course directors ensure that administrators, faculty and trainee teachers, and
students are aware of the schoolwide, competency-based objectives for the educational program. These
objectives are published on the medical education web pages at:
http://medschool.ucsf.edu/curriculum/competencies/
The 2009-10 introduction of a portfolio system to the first-year class is creating a visible and accountable
structure for documenting and tracking student progress in competency-based objectives across the full
range of ACGME domains. With a shift to competency-based assessment in the Essential Core
curriculum (first two years), there has been increased emphasis during small group leader training
sessions on understanding objectives across the competency domains and, in particular, on ensuring
opportunities during small group sessions for students to practice skills in the Interpersonal and
Communication Skills and Practice-Based Learning and Improvement domains. In clinical settings,
departments have responsibility for ensuring that faculty, fellows and residents understand student
assessment in the context of educational objectives. The range of approaches includes: providing
objectives in written and electronic form, reviewing objectives during orientation sessions, workshops on
teaching skills, grand rounds on medical education, and transition-to-service sessions. Measures of
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competency related to objectives are also communicated to clinical teachers through Clinical Core
Experience Cards (CEC) used by all core clerkships.
Objectives/Competencies. As is the case for schoolwide educational objectives, all course and
clerkship objectives have been categorized by the ACGME competency domains and have been linked to
assessments and thereby to competency-based outcome measures and a sequential set of milestones
defined for the “competent MD.” In the Essential Core (EC), course reports submitted annually to the
Essential Core Steering Committee (ECSC) describe competency-categorized course objectives and
related assessments. Written examinations in the EC link each question to session objectives, which can,
in turn, be mapped back to course objectives, competencies and schoolwide educational objectives. Over
the past several years, the Clinical Clerkships Operations Committee (CCOC), which is composed of core
clerkship and structured program directors, has crafted a clear set of general core clerkship competency-
based objectives and sets of clerkship-specific objectives, all of which have identified competency-based
assessment activities. Embedded in the clerkship-specific objectives are the specified types of patients or
clinical conditions that students are required to either directly encounter or study through alternative
methods.
Patients/Clinical Conditions. Core clinical experience cards (CECs) serve as the primary
mechanism to ensure that all students encounter the specified types of patients/clinical conditions needed
to meet clinical objectives. In this paper-based system, students track their core clinical experiences and
clinical teachers verify students’ clinical encounters. The cards, which list key clinical skills objectives as
well as types of priority patient encounters, are provided at the beginning of each clerkship or integrated
clerkship program, then reviewed at midpoint feedback or quarterly advising meetings, and are required
to be turned in at the conclusion of the clerkship. Data from completed cards are electronically logged by
clerkship coordinators; the data are used for monitoring of student experiences by clerkships and CCOC.
Recent review indicates that student compliance rates for the completion and submission of the CECs
have been high (76-100%). The few gaps that have occurred were student-specific and do not reflect a
consistent challenge for students at a specific site.
When students are unable to practice and demonstrate the key clinical skills or see all of the priority
patient prototypes by the midpoint feedback session or quarterly advising meeting, clerkship and program
directors modify student schedules and clinical experiences to ensure that clinical skill competencies are
achieved and that specific types of patient encounters are completed. Several clerkships also offer
alternative activities such as assigned readings, written or computerized patient case modules, online
learning activities, and additional or alternative patient care activities to remedy gaps. All clerkships
administer a final written exam, which serves as another benchmark for ensuring that students master the
knowledge objectives corresponding to each priority patient prototype on the core clinical experience
cards. Core clinical skills are assessed across clerkships, progressively and longitudinally, through an
integrated series of clinical skills performance assessments (mini-CPX 1, 2 and CPX).
B. Structure of the Educational Program
When applying to UCSF, prospective students can select to enter the program in San Francisco or request
to be considered for the cohort of 16 students who participate in a separate track in the preclerkship
curriculum at the Joint Medical Program (JMP) at UC Berkeley, where they spend three years to complete
the preclinical curriculum and a master’s degree in public health before joining the San Francisco students
in the clerkships. The San Francisco preclerkship curriculum consists of an 18-month Essential Core,
which is composed of eight integrated block courses plus the longitudinal Foundations of Patient Care
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(FPC) clinical skills course. On average, students have 24 hours of formal instructional activity per week
during the Essential Core. After the first year, students have an eight- to nine-week summer break, which
many use to participate in research, curriculum development, and domestic or international clinical
experiences. After completing the Essential Core and taking USMLE Step 1 in late March or early April
of the second year, students begin 54 weeks of core clerkships in mid-April of the second year. The third-
year clerkships are taught in eight-week blocks that are separated by one or two weeks of Intersession, an
innovative course that brings students back to the Parnassus campus to engage in discussions of medical
ethics, evidence-based medicine, medical sciences and health systems, and to participate in career
advising and professional development activities. The fourth or final year of medical school is called
Advanced Studies and contains selective and elective rotations as well as time for independent inquiry. It
concludes with the three-week Coda course, which prepares students for internship. The total number of
weeks of medical school is 156. Appendix F on the back inside cover displays the curriculum blueprint.
General Professional Education. The curriculum is designed to provide an excellent general

foundation combined with many structured programmatic as well as individualized options for
experiencing a wide range of specialties and physician roles in society (e.g., research, advocacy,
education). The rich variety of practice settings available for required and elective clerkships and
preceptorships allows students to experience a mix of practice environments, which further helps them
select their specialty and career options in medicine.
Evidence of success in providing a strong general professional education comes from the students’ strong
performance on USMLE Steps 1-3 and the UCSF fourth-year Clinical Performance Exam, which is an
objective structured clinical examination that is common to all medical schools in California. Another
demonstration of the breadth of educational opportunities and exposure offered to the medical students is
the broad range of specialties students enter; the graduating class of 2010 matched in 21 clinical
specialties areas with a ratio of primary care/specialties of 43%/57%. In addition, UCSF students are
highly satisfied with their educational experience and preparation for residency. The 2010 AAMC
Graduation Questionnaire reports that 93% of UCSF students agreed or strongly agreed that they “have
the fundamental understanding of common conditions and their management encountered in the major
clinical disciplines,” which is similar to the response for all schools (94%); and 94% of UCSF students
agreed or strongly agreed that “overall, I am satisfied with the quality of my medical education,” which is
higher than all schools (87%).
Active/Lifelong Learning. Students have many opportunities for active learning and independent
study in the required curriculum and through elective courses, sponsored programs and other resources.
Skills of lifelong learning are included in UCSF’s schoolwide educational objectives and in course,
clerkship and small group session objectives. The opportunity for students to individualize their learning
experience and professional development was identified by the self-study process and the LCME
independent student survey as one of the school’s most highly rated strengths.
An important feature of the time frame and schedule of the required course of study is that it offers
flexibility and support for exploration of particular areas of interest. For example, in the Essential Core
students on average have three afternoons a week free from scheduled activities. Monday afternoons are
consistently cleared so that campus and interprofessional activities such as graduate courses can be
scheduled at a time when medical students are available. An eight- to nine-week break between the end of
year one and the start of year two provides a well-positioned time for students to explore an area of
individual interest. The scheduling of the Clinical Core, which begins in April of year two, also positions
students well for those who choose a yearlong break to explore an area of interest in depth.
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The Essential Core and Joint Medical Program (JMP) curricula include an abundance of small group
activities, independent learning activities (e.g., modules, field trips, kinesthetic labs, problem-based
learning), and other activities such as interactive large group question/answer sessions. Goals of Essential
Core small group activities include consolidation of information presented in lectures, clinical reasoning
and problem solving, and discussing sensitive topics such as substance abuse or the students’ personal
experiences and perspectives on race and gender. In addition, some small group sessions focus on
teamwork, group dynamics and communication skills. In the JMP, the emphasis on active learning and
self-assessment of learning needs is extraordinarily high, as the entire curriculum is based upon the
problem-based learning method.
Beginning in the fall of 2009, first-year students in the Essential Core and the JMP completed a portfolio
requirement designed to advance skills in reflection and lifelong learning and to provide a structured
process for assessing competency in lifelong learning skills. As the graduating class of 2013 moves
through the curriculum, portfolio and competency milestones requirements for the remaining years will be
implemented.
In the Clinical Core, students engage in active learning through direct participation in clinical care.
Students are highly motivated to pursue independent learning about their patients and to demonstrate an
understanding of the nature of their patients’ illnesses, across the entire bio/psycho/social domain.
Students’ skills in self-improvement are routinely assessed through an item on the common clerkship
summative evaluation.
Beyond the Essential Core and Clinical Core, students may choose from a large number of electives.
There are also many opportunities for independent study through the Pathways to Discovery program, the
Program in Medical Education for the Urban Underserved (PRIME-US), and intramural and extramural
fellowships overseen by the Office of Student Research and the Office of International Programs. In
addition, students often take additional time to pursue other graduate degrees offered at UCSF (e.g.,
master’s in clinical research or in global health), and elsewhere (e.g., master’s in public health or public
policy programs).
Consistency Across Sites. The preclerkship curriculum is taught at two sites (two tracks): the
UCSF School of Medicine in San Francisco and the Joint Medical Program (JMP) at the University of
California, Berkeley (UCB) School of Public Health. Whereas educational approaches, evaluation and
grading differ between UCB and UCSF, mechanisms are in place to ensure consistent quality of
education. These include a similar process in both programs of mapping the ACGME competencies onto
curricular structure, content and assessment. Additionally, there is full participation by JMP education
leadership in UCSF’s curricular planning and oversight process (including an annual review at CCEP),
with membership on all key committees and at annual curriculum retreats.
The effectiveness of mechanisms to ensure consistent educational quality in the two tracks is borne out by
the comparable performance of JMP and UCSF students in the same end of preclerkship OSCE and the
end of core-clerkship Clinical Performance Examination (CPX); the comparable percentage of JMP and
traditional UCSF students brought to the attention of the Clinical Studies Screening and Promotions
Committee, and election of students from the two tracks to Alpha Omega Alpha (AOA); and similar pass
rates on USMLE Steps 1 and 2 (with the exception of 2010 Step 1 scores). The comparability of
evaluation systems is important because while at UCB, JMP students receive letter grades according to
that campus’s regulations, whereas UCSF students take all courses pass/fail in their first two years.
Grades given to JMP students at UCB during preclerkship and graduate studies are converted from letter
grades into the pass/fail grading system at UCSF upon their transfer to the UCSF campus for the final two
clerkship years.
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In the clerkship curriculum, several systems are in place to ensure consistency of educational quality and
student assessment across alternative sites within a clerkship. Data collected by these systems provide
objective evidence to evaluate this consistency. While the “structured clerkship” programs (PISCES,
Model SFGH, VALOR and most recently LIFE in Fresno) have different organizational structures, they
are monitored by the same evaluations as discipline-based block clerkships, and students in the structured
clerkship programs achieve the same or better educational outcomes.
All core clerkships have competency-based objectives that are used across all clerkship sites and
monitored in the same way with the core clinical experience card (CEC) system described above under
“Patients/Clinical Conditions.” The criteria for grading and policies for determining grades are the same
at all sites and students at all clinical sites take the same end-of-clerkship written exam. Additionally, the
online E*Value form used by teaching faculty and residents to evaluate students is the same across all
sites.
The Office of Medical Education produces annual reports to evaluate educational outcomes for each
clerkship site. These reports use a range of outcome measures, including performance on written clerkship
examinations, grades (percentage of honors) in the clerkship, performance on the CPX, and students’
specialty choice. This information is monitored by clerkship directors and Clinical Clerkship Operations
Committee (CCOC), with oversight by the Clinical Studies Steering Committee (CSSC). To date, we
have identified no major or consistent differences in student assessment results, based on clerkship site.
Despite objective evidence of consistency in student evaluation across clerkship sites, the independent
student survey report identified the honors grading system during clerkships to be an area of concern for
third- and fourth-year students. In particular, students expressed concern about the consistency of
evaluation criteria and grading patterns. In response to student concerns, the CSSC and the CCOC have
jointly appointed a task force, with representation by faculty, students, clinical course administrators and
evaluators, to propose solutions for future competency-based assessment, improved approaches to grading
and the use of portfolios within the clinical courses.
Data from student evaluations of core clerkship sites are also summarized regularly by Office of Medical
Education and reported to CCOC and CSSC. These committees provide guidance to clerkships about how
to rectify variations. Actions resulting from this guidance have included the course directors visiting with
the site directors, adding an additional learning opportunity to supplement a consistently identified gap, or
providing skills development sessions to teachers/evaluators.
Content Areas. All content areas required for accreditation are included in the curriculum and
appropriately addressed. The curriculum is designed to deliver learning experiences that provide requisite
foundations for the subsequent stage, thus permitting students to encounter an iteratively expanding
repertoire of content, clinical experience, skills and opportunities for professional development. Ilios, our
award winning electronic curriculum database, provides invaluable support for this process. In the current
version of Ilios, each teaching session is tagged by learning objectives, key words, MeSH terms,
disciplines and themes. This permits thorough review and summary of curriculum content by any of these
attributes. In the next version of Ilios, which is due to be released in early 2011, each learning objective
will additionally be linked to program objectives, competency domains and assessment activities in order
to provide an even greater degree of mapping of curricular content.
Regular review of data by curriculum committees and assessment tools supports our confidence that
LCME content criteria regarding breadth and adequacy are being met, and also informs ongoing quality
improvement. In addition to student ratings of courses, these supporting data include: UCSF students’
performance on USMLE Step 1 and Step 2 (CK) by subjects and disciplines, which is consistently above
the national mean and at the national mean respectively; UCSF students’ clinical performance exam
scores (CPX) that compares favorably with the pool of more than 1,000 California students taking the
17
same exam and better than all students taking USMLE Step 2 CS; UCSF students’ satisfactory experience
of content and skills in specific domains beyond general medical knowledge reported in the AAMC
Graduation Questionnaire as well as residency program directors’ satisfaction with the performance of
UCSF graduates during internship across an array of competencies.
Balance of Inpatient and Ambulatory Teaching. The core MD curriculum is designed to

ensure good balance between inpatient and ambulatory teaching. Students participate in at least three
years of in-depth longitudinal ambulatory experiences. Foundations of Patient Care preceptorships span
the first and second years and the Longitudinal Clinical Experience (LCE) preceptorships run throughout
the third year. In addition, many core clerkships explicitly address ambulatory medicine and ensure
student clinical experiences in the outpatient setting. Students spend half of their time (three out of six
weeks each) during the Pediatrics and Obstetrics & Gynecology clerkships, and their entire Family &
Community Medicine clerkship (six weeks) in the ambulatory clinics. In addition to structuring time in
the outpatient settings, these three core clerkships also include expectations for the achievement of
competencies in the care of ambulatory patients in their Core Clinical Experience Cards (CECs), which
are used to document student accomplishment of key learning objectives.
Sixteen students per year participate in the PISCES (Parnassus Integrated Student Clinical Experiences)
program, an integrated longitudinal clerkship that provides a yearlong patient-centered and ambulatory
approach to core clerkship learning. Twenty-five students per year participate in a second structured
clerkship program, the six-month Model SFGH (San Francisco General Hospital) that shifted in 2009-10
from sequential block clerkships to a longitudinal, integrated, ambulatory set of clerkships. These 38
students meet the same competency expectations as all other clerkship students, and use the same clinical
experience cards to document their learning experiences. However, they primarily achieve their
competencies via ambulatory clinical experiences with their own patient cohort, and have only brief
structured components in the inpatient settings to ensure opportunities for inpatient experience and
teaching. A similar six-month structured program is offered at SFVAMC, the VALOR program, which
offers an integrated mentoring overlay to the block rotations that combine inpatient and outpatient
experience. LIFE (Longitudinal Integrated Fresno Experience), a new structured six-month program,
began in July 2010 and will take advantage of the new ambulatory building and community clinics in
Fresno.
Elective Courses. There is an appropriate balance between required and elective courses in the
curriculum. Electives account for 57 out of 239 credits required for graduation. While elective time is
primarily available in the fourth year, almost all students take electives in the first two years as well.
There are 70 electives available to first- and second-year students and 220 clinical electives available to
third- and fourth-year students. The maximum number of weeks students can take elective
courses/clerkships at another institution is 22.
In summary, the curriculum is carefully designed to facilitate student achievement of the requisite
competencies and learning objectives for the MD program. Overall student satisfaction with the
educational program is high, as measured by the self-study and the AAMC Graduation Questionnaire.
The school provides an appropriate balance of instructional methods (lectures, labs, small groups, PBLs,
preceptorships), inpatient and outpatient experiences, and primary care and specialty care experiences.
C. Teaching and Evaluation
Adequacy of Supervision and Preparedness for Teaching. During the self-study
process, exceptional teaching by faculty and residents, and availability and accessibility of faculty were
identified as top strengths of the institution. Faculty members and residents provide appropriate levels of
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supervision for students’ clinical experiences as measured by clerkship evaluations, core clinical
experience cards (CECs) and the 2009 AAMC Graduation Questionnaire.
Core clinical teaching sites have a well-structured hierarchy of supervision that includes faculty, fellows
and residents; at community sites without residents volunteer clinical faculty provide direct supervision.
All of the core clerkship directors and site directors and the majority of clinical instructors who supervise
students during core and elective clerkships hold faculty appointments. Exceptions include some
Foundations of Patient Care small group leaders and preceptors, some Fresno preceptors, some
Longitudinal Clinical Experience preceptors and some attendings at affiliated community hospitals. All
clinical instructors are offered and encouraged to apply for volunteer clinical faculty appointments, which
have the advantage of free access to online resources through the UCSF library and through Continuing
Medical Education courses and resources.
Substantial effort goes into helping faculty and trainee educators (fellows, residents, postdoctoral fellows,
graduate students, medical students) prepare for their teaching roles. In the Essential Core, faculty
organizers of small groups and laboratory sessions distribute written “tutor notes” and, in most cases, hold
training sessions that cover session content and instructional strategies. Support for content training is
also provided by the online curriculum, which emails instructors automated reminders of teaching
sessions from the Ilios database and provides full access to the iROCKET resources used by students (i.e.,
electronic syllabus, lecture PowerPoint files and lecture-casts, discussion forums, independent learning
modules, etc.). For clerkships, clinical departments employ a variety of methods to prepare faculty
members and trainee instructors for their roles in teaching medical students.
In addition to course- or clerkship-specific training, the University provides programs and workshops to
help faculty members and trainees improve their teaching skills. Examples of programs for trainees
include the Becoming an Effective Teacher (BEST) course for graduate students, the UCSF Postdoctoral
Teaching Fellowship program, and the Pathways to Discovery program’s Health Professions Education
pathway for medical students, residents and fellows. The Office of Graduate Medical Education (GME)
offers workshops on teaching for all UCSF residents and fellows. The Office of Medical Education
(OME) and the Academy of Medical Educators (AME) also provide workshops to all teaching faculty and
non-faculty. In 2009-10, 550 out of 2,000 individual faculty members participated in these workshops.
Finally, the AME offers the innovative Teaching Improvement and Teaching Observation Program (TIP-
TOP) peer mentorship program in which any UCSF faculty member can request to observe an Academy
member teach and meet afterward to discuss the teaching session, or have an Academy member who has
been trained in observation and feedback techniques observe him or her in a teaching session and provide
focused feedback afterward.
Across the entire curriculum, the quality of teaching is closely monitored through student evaluations of
every instructor submitted through the E*Value electronic system and review of these evaluations by
discipline and theme leaders, course and clerkship directors, department Chairs, curriculum committees
and the educational leadership.
Evaluation of Students. The educational program employs a range of formative and summative
methods to assess student progress toward expected levels of competency in the six ACGME competency
domains. In the Essential Core, assessment activities include integrated clinical exams; written and
practical examinations; online self-assessments; faculty and peer feedback on performance in small
group, laboratory and problem-based learning sessions; and formative assessment from peers, preceptors
and small group leaders on a range of interviewing and physical exam skills. Standardized patients
provide feedback on interviewing and physical exam skills during integrated clinical experiences,
Problem Based Learning (PBL) sessions and a mini-Observed Structured Clinical Exam (OSCE) at the
end of the first year. A summative OSCE assessment occurs at the end of the second year; if a student
19
does not pass the OSCE, he or she receives remediation and careful assessment in the first clerkship.
Students are required to take the USMLE Step 1 before beginning core clerkships, and to pass the
USMLE Step 1 before continuing past their first core clerkship. Beginning in the 2009-10 academic year,
the school initiated a portfolio requirement for all UCSF and Joint Medical Program (JMP) first-year
students, to advance students’ development of skills in lifelong learning. The portfolio requirement will
extend into subsequent years as the class advances through the curriculum.
The core clerkships and Intersession course also employ a mix of formative and summative assessments
to gauge performance on general competencies shared by all and competencies unique to some clerkships.
These assessments include observation by faculty members and residents, written tests, case write-ups,
oral case presentations, reflective writing, community engagement and systems-based practice projects. In
each clerkship, the students’ progress is reviewed during a midpoint meeting with the site director or
faculty supervisor and plans are made to address any areas of weakness or insufficient exposure. At that
meeting, the students’ core clinical experience cards (CECs), which list the number and types of patients
and clinical skills that must be performed and signed off by a faculty member, are reviewed. Students
must turn in the cards at the end of the rotation to pass the course. Clerkship grades are reported using a
common summative evaluation form that includes ratings on 13 items, a summative comment and
constructive comments. Students take two formative examinations and one summative clinical
performance examination (CPX) that are integrated across core clerkships and throughout the core
clerkship year. Currently, students are required to complete the USMLE Step 2 CK and CS exams by
December of their fourth year. As of the graduating class of 2013, students will be required to pass Step 2
(CK and CS) to graduate.
In addition to these assessment activities, UCSF has a well-defined, transparent system for addressing
professionalism issues that is based on the Physicianship Evaluation Form developed at UCSF.
Physicianship Evaluation Forms are used in the event that a student exhibits behavior indicating a need
for help in developing physicianship skills. Implementation of this system across all years has allowed
early identification of problems and institution of remediation efforts.
Timeliness of Performance Feedback. In the Essential Core, timeliness of performance

feedback to students is excellent. Results of midterm and final examinations are released within a day or
two. Longitudinal reports of student performance by subject area are also released at the conclusion of
each block as soon as the 70% threshold of completion of evaluations is achieved. Assessments that
involve narrative descriptions, such as feedback from small group leaders, are returned to students within
four to six weeks after the conclusion of the Essential Core course.
Clinical Core and Advanced Studies evaluations and grades are due six weeks after completion of the
clerkship. There was variability in the average length of time when clerkship grades were made available
to students. Recognizing this problem, the educational leadership and the Clinical Clerkships Operations
Committee worked collaboratively to remedy this problem. All core clerkships are now meeting the six-
week deadline.
Assessment of Core Clinical Skills. A comprehensive longitudinal and integrated approach to

clinical skills education and assessment ensures that students have acquired the core clinical skills
specified in the school’s educational program objectives. Clinical skills education begins in the
preclerkship years in the Foundations of Patient Care (FPC) and Transitional Clerkship courses and
continues into core clerkships and Advanced Studies.
In the preclerkship years, students are assessed on their clinical skills throughout the FPC course and with
summative objective structured clinical exams (OSCEs) at the end of the first (mini-OSCE) and second
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years (OSCE). In the clerkship years, students are assessed on their clinical skills in each core clerkship
block or structured clerkship program, and in standardized patient exam formats. After the first few
months of core clerkship experience, students take the formative mini-CPX1 exam. They are assessed
halfway through their core clerkships with a mini-CPX2. At the conclusion of the third year, students take
a summative CPX along with all medical students in California. Students not meeting benchmark
expectations in the mini-CPX2 or in the CPX are referred to a structured Clinical Skills Guidance
Program for remediation and reassessment.
Students are observed and regularly receive feedback on their clinical skills throughout their training. The
standard clerkship evaluation asks students: 1) whether they were observed at least once performing a
specific element of the physical examination relevant to the specific clerkship; 2) the adequacy of direct
observation of their clinical skills; and 3) the adequacy of feedback on their performance. In the 2009-10
clerkship evaluation data, students reported being observed performing the specific physical examination
element in >93% of all instances. Across core clerkships, the mean scores for adequacy of direct
observation and adequacy of feedback were 3.88 and 3.86, respectively, on a 5-point scale. Data from the
2010 AAMC Graduation Questionnaire also indicate adequate frequency of students being observed and
given feedback. UCSF students agreed or strongly agreed that faculty observed their physical exams
during the core clerkships, which ranged from 65% to 91% compared with 56% to 79% for all schools;
and that faculty provided adequate feedback, which ranged from 60% to 88% compared with 65% to 84%
for all schools.
D. Curriculum Management
Curriculum Coordination. The self-study identified curricular oversight and planning, student
engagement in the curriculum, the authority and leadership of the chief academic officer, and the support
of the Office of Medical Education as major strengths. The coordination, coherence and efficacy of the
curriculum are ensured by the effective oversight of five curriculum committees combined with strong
educational leadership and the assistance of the powerful curriculum database, Ilios. Students play a
significant role in curriculum oversight, planning and development through participation on curriculum
committees, ad hoc working groups and the curriculum ambassador program, a summer program for 20-
30 medical students who work on improvements to the curriculum.
The Academic Senate of the School of Medicine elects the members of the Faculty Council, which in turn
appoints the Committee on Curriculum and Educational Policy (CCEP) to oversee the entire curriculum.
Four standing committees report to the CCEP: the Essential Core Course Committee (ECCC) and
Essential Core Steering Committee (ECSC), the Clinical Clerkship Operations Committee (CCOC) and
the Clinical Studies Steering Committee (CSSC). The Chair of each of these committees is appointed ex
officio to the CCEP. A simplified organizational chart follows; a more detailed chart is found in the
database.
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The Essential Core Course Committee reviews the teaching, content, structure and format of the Essential
Core courses, identifies best practices, and develops guidelines for course operations. It is composed of
course directors, students and central educational leaders, with additional representation by course
administrators, theme stewards and the Chair of ECSC. The Essential Core Steering Committee oversees
quality improvement, planning and policy formulation. It reviews reports submitted by Essential Core
course directors and considers issues of policy and overall integration. Membership is drawn broadly
from the faculty at large, with emphasis on clinician-teachers, and includes representation from Essential
Core course directors, central educational leadership, and the Chair of Essential Core Course Committee.
The Essential Core Steering Committee brings items of direction and policy to the Committee on
Curriculum and Educational Policy.
The Clinical Clerkship Operations Committee reviews and improves learning objectives, site standards,
student assessment and evaluation of clinical courses. The committee is composed of clerkship and site
directors, students, and central educational leaders, with additional representation by course
administrators and the Chair of Clinical Studies Steering Committee. The Clinical Clerkship Operations
Committee reports to the Clinical Studies Steering Committee for oversight of quality, priorities and
policy. The Clinical Studies Steering Committee oversees the curriculum for the third and fourth years of
medical school, including core clerkships, the structured clinical programs (Model SFGH, VALOR,
PISCES, LIFE), Intersessions, the fourth year’s Advanced Studies curriculum, Coda, and the Pathways to
Discovery program. Membership is drawn broadly from experienced clinical faculty, with participation
by students, central educational leaders, Essential Core and core clerkship directors, and the Chair of
Clinical Clerkship Operations Committee. The Clinical Studies Steering Committee brings items of
direction and policy to the Committee on Curriculum and Educational Policy.
This coherent and coordinated set of committee structures and reporting paths provides robust oversight
and quality assurance across the curriculum. It represents an important strength, and reflects substantive
input and ownership by the faculty and students. The curriculum database Ilios informs and supports this
process by providing readily accessible information on content, sequence, gaps and unintended
redundancies, which helps ensure balanced coverage of all desired content.
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Academic Officer Resources. The authority of the chief academic officer and the organization of
the Office of Medical Education are significant strengths of the educational program; both have
contributed substantially to fulfilling the school’s vision of educational innovation and excellence. David
Irby, PhD, the Vice Dean for Education, is responsible for leading, managing and evaluating
undergraduate, graduate and continuing medical education. He also directs the Office of Medical
Education and oversees development, alumni relations and outreach. This involves oversight of five
associate Deans, one assistant Dean, 100 staff members, 25 faculty members and a budget of $17 million.
The Vice Dean for Education reports directly to the Dean of the School of Medicine and is part of the
Dean’s leadership team. These resources and strong leadership were identified as major strengths.
The Office of Medical Education supports all the educational programs in the school. These include the
offices of: Admissions, Community Based Education, Continuing Medical Education, Curricular Affairs,
Educational Technology, Educational Research and Development, Graduate Medical Education, and
Student Affairs. In addition, the Office of Medical Education oversees special programs in the school,
including: Foundations of Patient Care, the Haile T. Debas Academy of Medical Educators, the Kanbar
Center for Simulation and Clinical Skills Education, Medical Student Well-Being, Outreach and
Academic Advancement, the Pathways to Discovery program, the Program in Medical Education for the
Urban Underserved (PRIME–US), and the UCSF-UCB Joint Medical Program. Each academic office and
program has an administrative director who oversees the academic office or program’s staff and supports
faculty working in that office, and who reports to the Assistant Dean for Medical Education.
A budget for medical education is determined by the Dean of the School of Medicine and the Vice Dean
for Education. Dedicated funding for medical education comes from five revenue sources: State support,
student professional fees, alumni philanthropy, grants and contracts. Decisions about funding allocations
to programs, departments, individual faculty members and staff members are made by the Vice Dean for
Education in consultation with the financial analyst for medical education, relevant Associate Deans, and
the Assistant Dean for Medical Education. The proposed funding allocations are then reviewed and
approved by the Dean of the School of Medicine. Resources are sufficient to continue supporting our
academic programs.
Curriculum Planning. Design, management and evaluation of the curriculum are well integrated
with clear organizational structure, expertise and participation of medical school leaders, faculty
members, assessment experts and students. The planning process actively engages the participation of all
stakeholders, and includes a robust oversight system that belongs to the faculty. Additionally, this process
is fully informed by the literature, as well as by a substantial scan of the medical education practices
across the country. In addition to the curricular committee structure described above, additional
components in this process include collaboration in priority-setting with the Academy of Medical
Educators’ Innovations funding, the Office of Medical Education’s support for evaluation and faculty
leadership of innovation, work groups tasked with specific aspects of innovation, and annual education
retreats.
At each curriculum committee level, there is participation in planning and review of effectiveness. This
includes data on the teaching, content, structure and format of the integrated block courses in the Essential
Core, and learning objectives, clinical experiences, site standards, student outcomes assessment, and
evaluation of clerkships and structured programs in Clinical Studies. Through this process, best practices
are identified, guidelines are developed for areas in need and working groups are formed to focus on
specific areas for improvement. The Essential Core Steering Committee and the Clinical Studies Steering
Committee are responsible for ensuring that content is coordinated and integrated within and across
academic periods of study. The committee Chairs participate in each other’s committees and undertake
joint initiatives – ensuring active engagement and coordination.
23
Educational Workload. The curriculum committees ensure that students have sufficient time for
learning by setting policies on contact hours in the Essential Core and clerkship duty hours in the
clerkships and by reviewing course and clerkship adherence to these policies. In the Essential Core,
formal instruction is limited to 24 hours per week on average with a goal of only two hours of lecture per
day and limited numbers of days with three or more lecture hours. These policies are designed to
encourage active learning modalities and to ensure that students have sufficient time for independent and
collaborative learning. As part of the annual review of each course’s performance, the Essential Core
Steering Committee reviews data on the hours of instruction and their distribution between different
activities (lecture, lab, small group discussion, etc.). The Essential Core Steering Committee also ensures
that Foundations of Patient Care activities are well coordinated with the other course schedules and
curricular content in order to even out peaks in course hours and study demand, especially prior to student
assessment activities.
In the clinical years, the Clinical Studies Steering Committee provides oversight of clerkship activities,
which have been structured to ensure learning and help maintain a balance between education and service.
Student evaluations and outcomes are also reviewed in the Clinical Core Operations Committee. All
clerkships and integrated/structured clerkship experiences have protected teaching time exclusively for
students. In addition, students are expected to participate in other teaching conferences in the department
and to complete activities that are purely educational (e.g., case presentations, reflective essays). The duty
hours policy for students is modeled after the ACGME policy for resident work hours. Clerkships have
established procedures to ensure that all residents, fellows and faculty are informed of the policy and that
compliance is consistent across all sites. Students are oriented to the policy and to the reporting
mechanism for concerns or perceived violations of the policy. Clerkship directors investigate all reports
and work with each site to determine whether there are consistent violations requiring changes in
clerkship expectations or structure. Clerkship directors also screen clerkship evaluations for comments
relating to workload.
E. Evaluation of Program Effectiveness
Achievement of Objectives. The UCSF institutional objectives are designed to ensure students’

mastery of the core knowledge, skills and attitudes needed to achieve their goals as physicians,
researchers, teachers and public servants. As a global measure of achievement of the institutional
objectives, a survey of residency program directors in 2009 found that they considered 87% of UCSF
graduates in the upper and middle third in relation to other residents. In the questions on the 2010 AAMC
Graduation Questionnaire (GQ), UCSF students agreed or strongly agreed that basic science objectives
were clear (85% UCSF/86% national). Similar affirmative responses were made across clerkships.
Evidence indicating that students are achieving institutional objectives in the patient care domain includes
evaluation results from the Foundation of Patient Care (FPC) course, clerkships and standardized patient
assessments. In the past three years, 100% of students have passed the end-of-second-year objective
structure clinical exam on the first try. Students have high rates of first-time passing on the summative
clinical performance exam (CPX), administered yearly by the California Consortium for the Assessment
of Clinical Competence to students in eight California medical schools, and on the USMLE Step 2 CS. In
the 2010 AAMC Graduation Questionnaire, 91% of graduates agreed or agreed strongly that they are
“confident they have acquired the clinical skills required to begin a residency program,” compared with
91% for all schools.
In the medical knowledge domain, the strong performance of students in Essential Core midterm and final
exams is echoed by their performance on USMLE Step 1. In the 2010 AAMC Graduation Questionnaire,
91% of graduates agreed or agreed strongly that basic science content objectives and examination content
24
matched closely, compared with 74% for all schools. For the past three years, 90% to 99% of UCSF
students who take the USMLE Step 1 for the first time passed, compared with 93% to 95% of students
from all schools. Total and discipline averages for UCSF students on USMLE Step 1 are consistently
above the mean for all takers. In 2010, the pass rate for first-taker examinees unexpectedly fell to 90% on
USMLE Step 1, while the overall class mean remained strong. The 2010 UCSF pass rate is an exception
to the historically strong performance of our students. According to the NBME, the failure rate for first-
taker examinees thus far in 2010 is 7%, which is 1% higher than 2009 due to the change in the passing
standard. To date, all of the students who have retaken Step 1 have passed. We are analyzing this event
and formulating action plans at UCSF and UC Berkeley.
Strong student performance on medical knowledge items on the standard clerkship evaluation form are
echoed by their performance on USMLE Step 2 CK. For the past three years, 96% to 100% of UCSF
students who took the USMLE Step 2 CK for the first time passed it compared with 95% to 96% for all
schools. Total and discipline averages for UCSF students on USMLE Step 2 CK are predominantly at or
above the average for all first-time takers.
Evidence indicating that students are achieving institutional objectives in the practice-based learning and
improvement domain comes from the consistently high scores that students attain in the Biostatistics and
Epidemiology subject area of the USMLE Step 1 exam. For the past three years, UCSF first-takers have
scored one standard deviation above the mean in this subject. In the 2010 AAMC Graduation
Questionnaire, UCSF students rated as appropriate the instruction in epidemiology (93% UCSF vs. 84%
all) and biostatistics (90% UCSF vs. 79% all) much more highly than their national counterparts. Data
from the residency program directors survey indicate a high level of satisfaction with UCSF graduates’
application of evidence-based practice and self-directed learning.
Evidence of achievement of institutional objectives in the interpersonal and communication skills and
professionalism domains is obtained from internal and external observed clinical exams with assessment
items in these domains; UCSF students demonstrate high rates of passing. These competencies are
routinely assessed in all formal courses across the curriculum; the limited number of flags regarding such
concerns affirms the achievement of objectives in these domains. Internal data regarding Physicianship
Evaluations, which specifically highlight professionalism as an academic competency, document that a
very small number of students fall below expected competency in this domain. Additionally, UCSF
students indicate on a number of AAMC Graduation Questionnaire items that they receive adequate
preparation in the communication skills area.
Student performance on the objectives of the systems-based practice domain meets expectations. In the
Foundations of Patient Care course, first-year students do exceptionally well at conducting an interview
of the preceptor regarding his or her practice, in which they gather information on different practice
systems related to the longitudinal care of a patient with a chronic illness. Summative evaluations from
the Family & Community Medicine clerkship reveal that third-year students are accomplishing a rich
array of systems-based practice activities in the clerkship’s required community outreach project. The
consistent performance of students across core and elective clerkships settings indicates that students are
successfully navigating the wide variety of health care systems that they encounter. Finally, results from
the 2010 AAMC Graduation Questionnaire indicate UCSF students perceive that they receive appropriate
instruction on “teamwork with other health professionals” and aspects of population-based medicine.
Performance/Program Improvement. At the overview level, education leaders and

curriculum management staff and oversight committees regularly review outcome data to ensure that the
educational program is preparing students for the next stage of training. The school also tracks the
residency and career choices of its graduates. As an example of how information about graduates is used
to evaluate and improve the medical education program, the school leadership noted from a review of
25
several national databases in 2004 that the percentage of UCSF graduates holding faculty positions in
academic medical centers was smaller than that of graduates from comparable institutions. These data
were discussed at a School of Medicine leadership meeting in January 2005 and served as part of the
impetus to launch the Pathways to Discovery program, which provides students with early mentored
experiences in inquiry, discovery and innovation, thereby motivating them to pursue academic careers. As
a result, the number of UCSF graduates with faculty appointments at U.S. medical schools has risen from
12% (11% national mean) in 2004 to 22% (18% national mean) in 2010, according to the AAMC Medical
School Mission Report.
At the course and clerkship level, information about students and graduates is used in several ways to
improve the educational program. First, when substantive curriculum modifications are undertaken,
external outcomes are considered in detail. The finding that student performance on USMLE Step 1 was
not changed after the transition to the Essential Core curriculum in 2001 provided reassurance that the
new Essential Core curriculum adequately prepares students in the sciences that are basic to medicine;
additional evidence of comparable outcomes was documented on an internal survey of clerkship teachers,
comparing clerkship readiness and early performance between students prepared in the traditional and the
Essential Core curricula. We believe that this year’s Step 1 scores represent an anomaly and not a trend.
For students in innovative clerkship models, similar or better outcomes have been documented on the
high-stakes clinical performance examination at the end of third year, on surveys of attitudes toward
clinical learning and patient care, and on the USMLE Step 2 CK and CS. Similar studies have revealed no
significant differences in student performance across different sites (e.g., Fresno and the UC Berkeley
Joint Medical Program).
Second, information about students and graduates is used at the course and clerkship levels to adjust the
learning objectives and content taught in courses, clerkships, disciplines and themes. In the Essential
Core, results of student course evaluations and midpoint student feedback session have a prominent place
in the course directors’ reports, which are reviewed each year by Essential Core Steering Committee. If
student perceptions or performance in a particular preclerkship topic raise concerns, the Office of Medical
Education Evaluation Unit undertakes an in-depth theme or discipline report, interviewing key faculty,
searching the curriculum database and soliciting student input through focus groups. Examples of recent
theme or discipline reports include gross anatomy, biochemistry, nutrition, geriatrics, pathology, health
policy, ethics, epidemiology and evidence-based medicine, and radiology. Examples of educational
improvements that have stemmed from Essential Core Steering Committee reviews and theme reports
include: appointment by the Department of Pathology of a new faculty position to steward the teaching of
pathology across the curriculum; greater effort by all themes and disciplines to show students a roadmap
of the theme or discipline’s content and location in the curriculum; and departmental review and
restructuring of medical student education in radiology. When content gaps are identified, a working
group is often established to review existing resources and recommend best practices and curricular
innovations. An example is the recent student concern about inconsistent dissemination of conflict-of-
interest information by their teaching faculty, which resulted in the appointment of a working group
charged with outlining a new curriculum intended to address the new policies on conflict of interest.
In the Clinical Core, results of student evaluations of clerkships overall and of clerkship sites are
reviewed annually by the curriculum management and oversight committees, and the educational
leadership. Examples of improvements in the educational program that have resulted from these reviews
include: identification of specific physical exam components to be observed in each clerkship,
development of a series of integrated clinical performance assessments, clarification of core clinical
experiences in each clerkship, and introduction of associated documentation, midpoint review and a range
of options for rectifying gaps.
26
The approach of piloting curricular innovation provides an additional way in which information about
students and graduates is used to improve the educational program. Curricular innovations are often
introduced as pilot programs involving either small numbers of students or a limited scope for an entire
class. The pilots are carefully monitored during the initial phase before being more generally adopted.
Examples of successful pilot programs that have gone on to implementation as standing programs include
the Program in Medical Education for the Urban Underserved (PRIME-US), the Transitional Clerkship,
and the structured clerkship programs of Model SFGH, VALOR and PISCES.
At the level of individual instructors, student evaluations are taken seriously and used to improve
teaching. Essential Core courses create reports with scores from student evaluations, student comments
and benchmark scores of the entire group of comparable instructors, which is shared with all instructors.
When course directors or theme or discipline directors have concerns about instructors on the basis of
student and/or peer evaluation, course directors work with the instructors directly and encourage them to
make use of the Academy of Medical Educators Teaching Improvement and Teaching Observation
Program (TIP-TOP) or other campus faculty development programs. In the clinical core, teaching
evaluations by students are provided to instructors and benchmarked against the mean of other instructors
in the clerkship or department. These reports are also sent to clerkship and course directors as well as to
the appropriate department Chairs. Student ratings of teaching are required for faculty promotion and
provide an incentive for teaching excellence. Teaching awards are highly valued by residents and faculty,
and are an important part of promotions in all series.
27
UCSF Self-Study for LCME Medical Students
III. MEDICAL STUDENTS
A. Admissions
Process/Results. The medical school receives around 6,000 applications for an entering class of 149
in San Francisco and 16 in the Joint Medical Program at UC Berkeley; a more than adequate applicant
pool. The selection process involves multiple screenings by members of the Admissions Committee and
the Associate Dean for Admissions. While academic factors are taken into consideration, they are not the
only criteria by which applicants are assessed. The Admissions Committee values all aspects of an
applicant’s background. As such, the Admissions Committee practices holistic file review, where an
applicant’s unique background, work experience and special talents are considered. Emphasis is placed on
an applicant’s potential to narrow disparities in health care, become a leader in health policy or health
education, and add to the diversity of the school and the profession. The Admissions Committee is
shielded from external pressures and rigorously maintains the integrity of the admissions process.
The class’s composition validates that the selection criteria are consistent with the mission and other
mandates of the school. For the entering class in 2009, the academic excellence of the class was reflected
in an average undergraduate GPA of 3.74 and average cumulative MCAT score of 34. Table 1 shows that
this level of academic accomplishment is on par with the top five schools in the U.S. News & World
Report rankings and compares favorably with the other University of California campuses and national
means.
Table 1
Median GPA and MCAT Scores of Peer Medical Schools for 2009
Medical Schools Overall BCPM MCAT MCAT MCAT MCAT MCAT

GPA Total WS VR BS PS
Harvard Medical School 3.9 3.9 35 R 11 12 12
Johns Hopkins 3.9 3.9 36 R 11 13 12
University of Pennsylvania 3.9 3.9 36 Q 11 12 13
Washington University in St. Louis 3.9 3.9 37 Q 11 13 13
UC San Francisco 3.7 3.8 34 R 11 12 11
UC Davis 3.6 3.6 32 Q 10 11 11
UC Irvine 3.7 3.7 32 Q 10 11 11
UC Los Angeles 3.8 3.8 34 Q 10 12 12
UC San Diego 3.8 3.9 35 R 11 12 12
National Mean for Applicants 3.5 3.4 28 O 9 10 9

National Mean for Matriculants 3.7 3.6 31 P 10 10 10
• School data from Medical School Admission Requirement Handbook

• National data from AAMC report http://www.aamc.org/data/facts/applicantmatriculant/table17-
fact2009mcatgpa98-09-web.pdf
The entering class composition also reflects UCSF’s commitment to diversity, with 32% of students from
racial and ethnic groups that are underrepresented in medicine. This degree of diversity is substantially
28
higher than that of the other eight medical schools in California, in which underrepresented groups
comprised 17.5% of entering classes at other University of California campuses in 2009 and 16.2% of
entering classes at the four private medical schools in California (data from University of California,
Office of the President). An active outreach program, including a highly successful post-baccalaureate
program, helps enlarge the pool of applicants that are underrepresented in medicine. Over half of the
medical students are female (55%).
Students/Resources. The size of the entering class increased from 141 in 2005 to 149 in 2009 at
UCSF and from 12 to 16 at the Joint Medical Program at UC Berkeley. Enrollment increases were
stimulated by the state legislature’s commitment to the Program in Medical Education as a mechanism for
increasing enrollment in existing UC medical schools and targeting the needs of patient populations in the
state of California (e.g., Latino health, urban underserved, rural). In 2009, the school reduced enrollment
of the entering class by 3 (a reduction from 152 to 149) at San Francisco due to reductions in state support
for enrollment growth. No further changes in enrollment are anticipated. The resources to support
PRIME-US have been underfunded by the state but are anticipated to be restored in the near future.
Enrollment of all types of students is appropriate to the resources available.
Graduate Students and Graduate Medical Education. Graduate programs are distributed

throughout the schools of medicine, dentistry, nursing and pharmacy with a total enrollment in 2009-10 of
1,604 graduate students. The majority are split between the schools of medicine (733 students) and
nursing (749 students). Enrollment in pharmacy and dentistry has been stable over the past three years
while enrollment in nursing rose. There are 73 graduate medical education training programs at UCSF,
with a stable number of residents (865) and fellows (260) – total 1,125.
Finances. The level of state support has decreased over the past three years:
$1.78 M – FY08 actuals
$1.71 M – FY09 actuals
$1.46 M – FY10 projected
Philanthropic giving decreased in 2009 but has returned to historic levels in 2010. In spite of this
downturn in state funding and in 2009 philanthropic giving, the school increased scholarship aid and
restored the fiscal year 2009 10% reduction in the medical education budget in fiscal year 2010. Ample
reserves in medical education allow support for education to be maintained even with decreased state
support. In 2010, clinical revenues increased due to better negotiated practice plan rates. This has led to a
surplus in the clinical practice revenues that buffer decreased state funding.
Size of the faculty. The School of Medicine includes 1,932 full-time faculty members, of which 167 are
in basic science departments. Over the past three years, the clinical faculty increased by 220, while
faculty appointed in basic science departments remained stable. The ratio of full-time faculty (1,932) to
students (733) is more than a 3:1; a highly favorable ratio for conducting the medical education program.
Library and information systems resources. The library experienced budgetary reductions and in
response had to limit hours of service. Beginning in 2009, the Parnassus library was closed on Saturday
and closed at 8:00 p.m. on Friday; the Mission Bay library was closed on Saturday and Sunday. In
response to student concerns expressed through the LCME independent student self-study, the Parnassus
library opened the Hearst Reading Room to UCSF students for Saturday study in February 2010; this area
provides space for 136 students. The library is renovating the Hearst Reading Room to create a 24/7 study
area that will open in January 2011. Plans are in place to add workstations to assist with research and
study, as well as group study rooms. Upgrades to the wireless infrastructure will make access to the
network available in classrooms, the library and public spaces on the campus.
29
Classrooms, laboratories and clinical training sites. There have been modest increases over the past
several years in teaching space. During the past year, one classroom was added at the new Mission Bay
cancer research building and additional classroom facilities will be added with ongoing building at
Mission Bay. The Laurel Heights Auditorium has been converted to a general assignment classroom.
However, teaching space will increase dramatically with the opening in January 2011 of the new
Teaching and Learning Center in the Parnassus library. The Teaching and Learning Center will add a
simulation and clinical skills education center; new teaching and learning space, including technology-
enhanced active-learning classrooms and computing labs; and communications technology to facilitate
interaction with health care providers, students and support teams at other sites (telemedicine). With these
additional classrooms, there will be ample instructional space available on campus.
Clinical facilities and patients. One of the strengths of the UCSF educational experience is the great
diversity of patient populations served by the three core hospitals (UCSF Medical Center and Children’s
Hospital, San Francisco General Hospital, and San Francisco Veterans Affairs Medical Center) plus
Langley Porter Psychiatric Institute, affiliated hospitals in the Bay Area and Fresno hospitals. There are
ample patients and clinical experiences available to our students and residents.
Student services. Augmenting an already strong and comprehensive student counseling and support
program (Advisory College system, Career Advising Program, Medical Student Well-Being Program,
Student Health Services), several new programs have been introduced over the last three years. These
include the Learning Assessment Program, located in the Student Life Office, and a full-time Resource
Advisor in the Student Financial Aid Office, who provides advice on credit and debt management. The
Resource Advisor meets with each of the fourth-year medical students to review financial plans.
Diversity. UCSF has a wide range of outreach programs aimed at increasing the number of qualified
applicants among those who are underrepresented in medicine and science. The School of Medicine’s
Office of Outreach and Academic Advancement directs programs targeted toward careers in medicine.
One of its programs, the post-baccalaureate program, is now in its 11th year; 95% of its participants who
apply to medical school are accepted. Twelve out of fourteen students in the program are
underrepresented in medicine.
The University strongly supports several other major outreach programs. The Science and Health
Education Partnership is an outreach program that works with San Francisco schools and programs to
support math and science education and encourage students to pursue a college education. The
Department of Family & Community Medicine sponsors the University Community Partnerships
program, which works with five elementary schools in low-income districts within San Francisco and is
run in cooperation with the San Francisco Unified School District. UCSF Fresno sponsors the Sunnyside
Doctors Academy for middle school students in the Fresno area who aspire to health and science careers
and who are from economically or educationally disadvantaged backgrounds.
In addition to these and other outreach programs, the UCSF Program in Medical Education for the Urban
Underserved (PRIME-US) is serving an important role in enhancing diversity. In the fall of 2009, 73% of
students accepted into PRIME-US came from groups underrepresented in medicine.
The number of applicants to medical school who are underrepresented in medicine has remained steady
throughout the past decade. Nonetheless, outreach efforts have attracted more students from
underrepresented groups in recent years; the number has increased from 20% of the class during the first
half of this decade to more than 30% of the class during the second half of the decade. This increase in
diversity has been achieved despite the state’s budget cuts in education and the subsequent increases in
30
student fees. The ability to overcome these external factors speaks to the strength and success of the
outreach programs.
Visiting/Transfer Students. Many UCSF School of Medicine electives are available to visiting

students who are in their final year at an accredited medical or osteopathic school in the United States or
Canada. UCSF students are given priority during the elective selection process and therefore visiting
students do not compete with UCSF students. Available resources are adequate, since departments do not
accept visiting students unless there is space available, as determined by the Office of Curricular Affairs.
Visiting students may attend up to three four-week electives at UCSF. Approximately 150 visiting
students enroll in UCSF electives annually; they register at UCSF, using the AAMC Visiting Student
Application Service (VSAS). Faculty evaluations of visiting student clinical performance are completed
by each department with the online E*Value system that is used for evaluation of UCSF students.
UCSF does not accept transfer students into its medical school program.
B. Student Services
Academic Counseling. The overall rate of student attrition (~0.3%) is quite low, suggesting that the
academic rigor is manageable for students selected according to UCSF admission requirements, even for
those who require academic counseling or remediation. There is a robust program of supplementary
instruction and tutors offered to students upon entry to UCSF and an advising system to monitor and
facilitate access to these resources.
UCSF has multiple systems for identifying students struggling academically. Following each course or
clerkship block, a Screening Committee chaired by the Associate Dean for Student Affairs and composed
of the course or clerkship directors, Advisory College Mentors, Associate Dean for Curricular Affairs,
and director of the Office of Curricular Affairs meets to review student performance and discuss students
who are not meeting core competencies. Once students at academic risk are identified, remediation
resources are tailored to fit each student’s needs. Meetings with course directors, Advisory College
Mentors or Associate Deans may be arranged. Learning assessments may be offered by a specialist at the
Campus Resource Center. Tutoring by senior medical students is available through the Office of
Curricular Affairs. First-year students may be encouraged to participate in the student-run Medical
Scholars Program, which provides structured review sessions. Students experiencing academic difficulty
are followed to monitor improvement and are discussed at later Screening Committees to identify
performance trends. If the initial interventions are unsuccessful, students may be offered a decelerated
curriculum or a leave of absence.
These systems have been successful at early identification of students who have academic difficulty. Our
records indicate that the number of times an individual student is discussed during Screening Committees
significantly declines by the fourth year. This suggests that students are being identified early in their
academic careers and counseled appropriately. The graduation rate for a typical class is more than 99%,
which indicates that nearly all students are able to obtain the resources needed to attain their MD degree.
Career Counseling. The school has a variety of systems and opportunities to provide career
advising; options include the Advisory College Mentors, access to approximately 55 designated faculty
career advisors, the services of the campus Office of Career and Professional Development, and a host of
online resources, including post-match surveys from past students. Third-year medical students are also
invited to 14 informational sessions about specialty choices and have three hours of core curriculum
focused on career options.
31
The Advisory College system offers students one-on-one time with faculty members who support
students in the area of academic and career advising and offer guidance related to school, professional and
community resources. Students are assigned an Advisory College Mentor upon entry into medical school
and are invited to participate in one-on-one meetings in person or through email, in small groups and at
Advisory College social events. Beginning in the 2009-10 academic year, the eight Advisory College
Mentors are responsible for reviewing the first-year students’ achievement of competency milestones as
documented in their portfolios. The independent student survey rated the Advisory College system
positively for access and ability to connect students with resources, but also recommended that more clear
objectives and structure for the system be developed so it can more effectively provide career-oriented
advising during the early years of medical school. As follow-up to the LCME self-study findings, an
expanded career selection theme is being developed for the curriculum, faculty leadership has been
identified and additional resources are being devoted to assisting students in the early phases of career
decision making.
Whereas the independent student survey report expressed concerns about career advising early in medical
school, data from the 2010 AAMC Graduation Questionnaire and the LCME independent student survey
indicate that UCSF students are quite satisfied with the academic advising they receive after deciding
upon a field of interest. Departmental interest groups, confidential faculty advisors and faculty advisors in
students’ fields of interest all received high scores in the independent student survey. In the 2010 AAMC
Graduation Questionnaire, 62% of UCSF students were satisfied or highly satisfied with overall career
planning services, compared with 60% for all schools.
Financial Aid Counseling and Resources. The amount of accumulated debt for UCSF
medical students is significantly lower that the national average. According to the AAMC, the average
total debt of all graduating students nationally in 2010 was $124,598, whereas the average debt for UCSF
graduates was $99,315. While the debt load of UCSF students is comparatively small, UCSF has made
scholarship aid a campus priority and it will be a major part of the $1 billion development campaign
beginning January 2011. In the interim, the school has continued to increase scholarship aid to offset
recent increases in student fees.
Eighty-seven percent of UCSF medical students receive financial aid. Types of aid include grants, loans,
scholarships, work-study, veterans programs and outside resources. Scholarships and grants originate
from three sources: (1) donations to the school for student scholarships; (2) campuswide return-to-aid
programs in which a portion of funds raised from professional student fees is designated for scholarships;
and (3) Universitywide return-to-aid programs in which a portion of funds raised from educational fees is
designated for student scholarships. On average, grant awards comprise roughly 50% of total fees. For the
2009-10 academic year, medical student scholarships from the School of Medicine totaled $2,337,833, a
15% increase in scholarship support from the school over the prior year. The school has also designated
student scholarships as the focus of its ongoing campaign with alumni and, as mentioned above, the next
major campus capital campaign.
Financial education and debt management counseling programs are available to medical students through
the campus Student Financial Aid Office. Students have the opportunity to schedule individual sessions at
any time during their medical education and also can obtain information through the Student Financial
Aid Office website (http://finaid.ucsf.edu/student-loan-debt-management-repayment/debt-management).
The LCME independent student survey expressed concern about financial aid counseling, and in
response, the Student Financial Aid Office has added new staff and expanded individualized counseling.
In May 2009, the Financial Aid Office hired a Resource Advisor to concentrate specifically on individual
debt management strategies and the development of a robust four-year debt management curriculum
32
geared specifically to medical students. The employee has masters’s degrees in both counseling and
finance. During the 2009-10 academic year, student debt sessions were offered at student orientation and
during the fourth-year Coda course, and the Resource Advisor personally counseled more than 114
graduating seniors in one-on-one sessions. Fourth-year students also were invited to attend group exit
sessions, which the Resource Advisor conducted.
Based on data from the 2010 AAMC Graduation Questionnaire, 63% of UCSF students indicated
satisfaction with overall debt management counseling (compared with 64% nationally), an improvement
in our rating of more than 24% in just one year, even though the Financial Aid Office was temporarily
relocated to the basement of the Ambulatory Care Center and was bringing up a brand-new financial aid
system – two situations that had the potential to impact the office’s ability to counsel students effectively.
The Student Financial Aid Office continues to seek new and improved ways to deliver financial aid via
online 24-hour services and a revamped website. But medical student issues are unique and the personal
approach seems to work best. In addition to the focus on debt management and personalized financial
assistance for seniors, the Student Financial Aid Office is restructuring its counseling caseload so that
advisors can concentrate on students within a specific class, and thus have a laser-like focus on issues that
arise during the medical school life cycle (for example, transitioning to clinics and the financial stresses
that occur related to transportation and lifestyle). The Financial Aid Office is confident that the recent
addition of the Resource Advisor, the new online capabilities that allow students to monitor their own aid
process and the restructuring of the counseling caseload will provide continued opportunities to improve
services.
Personal Counseling/Preventive Health Services. The Medical Student Well-Being

Program provides free, confidential, on-campus counseling services to medical students. The program
also provides preventive outreach programs that are connected with the curriculum to address students’
needs. The providers have expertise in treating medical students and are never involved in academic
evaluation. This year, the staff Full Time Equivalent (FTE) has been increased from 1.1 to 1.3 and
evening hours have been expanded. Students praised the Medical Student Well-Being Program in both the
2010 AAMC Graduation Questionnaire and the LCME independent student survey for its service,
confidentiality and accessibility.
The campuswide Student Health and Counseling Services (SHCS) provides free primary health care and
counseling services at two campus sites. Services are provided during hours that are designed to be
convenient for students. Evening appointments are available three days per week to accommodate
students’ schedules. All students are enrolled in a school-sponsored health care plan for additional health
care, unless the student provides proof of alternate, adequate insurance. Student satisfaction with student
health insurance was higher than the national average indicated in the 2010 AAMC Graduation
Questionnaire (64% satisfied or very satisfied at UCSF vs. 50% nationally) but student satisfaction with
student health services was lower (65% satisfied or very satisfied vs. 72% nationally). Students
commented on wanting greater availability of appointments, better responsiveness of staff and more
services. The LCME independent student survey also confirmed areas of concern, including appointment
availability, obtaining referrals, affordability and the ease of opting out of student health insurance. In
response, SHCS examined these issues very carefully, met with students to better understand their
concerns, and planned to both better communicate with students and make important changes. Prior to
receiving the survey feedback, SHCS had already expanded evening hours to offer more flexibility to
students with demanding schedules and will send written communications to students to increase
awareness of these services. The clinic check-in process will be improved, as will referrals to UCSF
Medical Center specialty services. Frustrations with the student health insurance waiver process will be
improved in 2010-11 by relaxing the opt-out criteria and streamlining the online application tool.
33
In the past, each University of California campus negotiated separate rates for student health insurance.
Since UCSF has a small student population, the costs were significantly higher for UCSF students. This
year for the first time, the UC system purchased health care plans for most campuses in a common pool,
which resulted in increased benefits in medical, dental and vision plans and decreased costs by 11%
(rather than the usual 10% annual increase in fees).
Disability insurance is also mandatory for all students and is included in their student health insurance
plan. Additionally, students are required to provide proof of immunization; the UCSF immunization
policy follows CDC guidelines.
Students are educated throughout the curriculum about infectious and environmental hazards, and
formally at the start of third year in the Transitional Clerkship course. In general, students are not allowed
to participate in procedures with potential for contamination during the first two years of medical school.
Students who do participate in procedures as part of elective courses go through a program to learn about
sterile techniques and exposure to bloodborne pathogens. Affiliation agreements stipulate that students
who experience a needlestick exposure will be treated immediately at that site. UCSF runs a 24/7
needlestick and exposure hotline, and Student Health Services regularly sends information and reminders
to students about what to do in case of needlestick at UCSF or other educational sites.
C. The Learning Environment
The LCME independent student survey committee and the LCME overall self-study committee identified
the strong sense of community and the general attitude of collegiality, acceptance and support as a major
strength of the institution. The school and affiliates work collaboratively to create a positive learning
environment, as described below.
Environmental Influences. Teaching and evaluating professionalism are at the heart of the UCSF
curriculum. Our effectiveness in making this issue a priority is reflected by the establishment of
professionalism as a core competency at UCSF almost a decade ago and was noted as an institutional
strength on the previous LCME visit. The requirement to demonstrate competence in professionalism
applies throughout our educational programs and with all of our clinical partners. Students must
demonstrate proficiency in professionalism in each of the following subdomains: (1) doctor-patient
relationship; (2) boundaries and priorities; (3) work habits, appearance and etiquette; (4) ethical behavior;
and (5) professional standards. Formal mechanisms are in place to ensure that problems in these areas are
identified and remedied. Given the seriousness with which we address problems of professionalism and
our demonstrated willingness to discharge students whose transgressions cannot be remedied, our high
graduation rate attests to our effectiveness in this area.
Student Mistreatment/Standards of Conduct. The school addresses allegations of student

mistreatment with great sensitivity and gravity, and is committed to effectively educating the academic
community about acceptable standards of conduct in the teacher-learner relationship. Guidelines of
appropriate treatment are included on multiple websites and shared with members of the campus
community in an ongoing fashion. For example, students receive this information during their first-year
orientation through distribution of the UCSF School of Medicine Statement of Principles. Faculty
members receive this information through the Faculty Code of Conduct and are required to participate in
regular professional development and training sessions on this issue.
Allegations of student mistreatment are seriously investigated in a process overseen by the Associate
Dean for Student Affairs. The Associate Dean reviews data from the questions about respectful treatment
included on clinical instructor evaluation forms completed by medical students at all clinical sites. Of the
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15,229 evaluations that students completed on housestaff and faculty for 2009-10, only 123 (<1%) were
rated low. These data suggest that the climate at UCSF is positive. If the Associate Dean finds a persistent
pattern of low scores for a faculty member or resident, she meets with course directors, the relevant
department Chair and site directors to review the findings and determine an appropriate course of action.
Efforts to focus on professionalism have increased, along with ratings of the learning environment as
measured by the AAMC Graduation Questionnaire since 2003. In response to the question “Have you
personally been mistreated during medical school?” there has been a 50% decline in the number of UCSF
graduates answering “yes” (from 30% in 2003 and 2004 to 15% in 2009). This improvement places
UCSF ahead of the national average of 17%. However, the 2010 data are 19% compared with 17%
nationally, indicating continuing need for this effort.
In the LCME independent student survey report, students expressed concern about insufficient knowledge
of how to report mistreatment and of the steps taken by the institution once a report is made. In response,
Dr. Papadakis, Associate Dean for Student Affairs, has been giving presentations to medical school
classes on reporting mistreatment, which should be directly addressed to her. The procedure for reporting
mistreatment has also been more prominently displayed on the student website.
UCSF has established due process policies and procedures for dealing with an adverse academic action
through the student grievance process outlined by the Academic Senate. Additional resources include the
School of Medicine Advisory College Mentors, who serve as ongoing student advocates, and the Student
Welfare Committee, a group of students and faculty members that is called upon as needed to review a
contested physicianship evaluation or grade if the student is concerned about infringement of academic
freedom.
Familiarity with Policies/Student Records. Standards and policies are made known to
medical students and faculty in several ways. The “SOM Regulations via the Academic Senate” and
“Conduct and Professional Behavior” section of the student web portal publishes policies for degree
requirements, grade and credit, disqualification, withdrawal and the procedure for student grievance.
Appropriate due process is afforded students through these policies. All student, resident and fellow
grievances for academic dismissal or claims of discrimination are handled by the Vice Dean for
Education in a timely manner per University policy, which involves the appointment of an ad hoc hearing
committee and final appeal to the Academic Senate. Students and faculty members can directly access the
policies provided in the Bylaws, Regulations and Procedures of the School of Medicine at:
http://www.ucsf.edu/senate/0-bylaws/somr.html Website links to standards and policies are listed in an
orientation handbook distributed to first- and second-year students. In addition, students’ Advisory
College Mentors serve as a resource for information about policies and procedures.
The confidentiality of paper and electronic components of student records is carefully protected. Paper-
based files are stored in locked file cabinets in the Office of Curricular Affairs, where they can be viewed
by students during business hours. Electronic files are located in a secure drive. To ensure confidentiality,
the officials authorized to examine the records are limited to the staff of the Office of Curricular Affairs,
the staff of the Office of Student Affairs and the Data Manager for the Office of Medical Education. The
process for accessing files is communicated to students during Orientation at the beginning of first year
and students are reminded of the process when they begin the residency application process. Students may
ask for clarification and review of their examinations and course grades within the course and clerkship,
and can appeal to the Student Welfare Committee if they believe that there has been an infringement of
academic freedom.
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Student Study/Lounge Space. The Parnassus campus library has adequate study space and a
branch library is available at the Mission Bay campus. Both libraries have computers with printing
capabilities and campus network and Internet connections. An Interactive Learning Center computer lab
on the Parnassus campus and Genentech Hall Study space at Mission Bay are open 24/7. According to the
2010 AAMC Graduation Questionnaire, the majority of UCSF students are “satisfied” or “very satisfied”
with the library (UCSF 84% vs. national 86%), the computer resource center (UCSF 87% vs. national
86%) and student study space (UCSF 67% vs. national 77%). These are lower levels of satisfaction than
in prior years. The LCME independent student survey report indicated dissatisfaction among first- and
second-year students with library open hours since budgetary cuts forced the library to reduce its hours of
operation in 2009. The campus has taken steps to provide alternative student study space in open
classrooms and the Parnassus library has arranged for student access to the Hearst Reading Room from 8
a.m. to 8 p.m. on Saturday when the main library is closed. Opening in January 2011, the Parnassus
library is renovating space for a 24/7 study space. Additionally, the Office of the Registrar has launched a
pilot program to provide students after-hours card-key access to classrooms at the Parnassus and Mission
Bay campuses.
Lounge and relaxation areas. In addition to public lounges and community fitness centers on campus,
medical students have 24/7 access to their own lounge with comfortable furniture, computers, printer,
white board, conference table, telephones, typewriter and copy machine. The independent student survey
report praised the fitness centers at Parnassus and Mission Bay. According to the 2010 AAMC
Graduation Questionnaire, 47% of UCSF students rated their satisfaction with student relaxation spaces
as “satisfied” or “very satisfied,” compared with 65% for all students.
Personal storage facilities. First- and second-year students are assigned a locker on the Parnassus
campus that they share with another student. An area of concern in the LCME independent student survey
report for first- and second-year students is a secure space to store their backpacks while they are in the
anatomy lab. Plans for remodeling the anatomy lab are underway and a secure place for students to store
their backpacks will be built into the facility. While on third- and fourth-year clinical rotations, students
either have lockers or a designated locked area for their personal belongings.
D. Student Perspective on the Medical School
The LCME independent student self-study committee was composed of 22 students from all classes. The
committee created a survey that was open to all medical students from February 22, 2010, through March
8, 2010. Student participation in the survey was high, with 430 students, approximately 70% of the
school, responding to the survey (65% of the first-year class, 77% of the second-year class, 67% of the
third-year class and 64% of the fourth-year class).
Major Areas of Strength. Students expressed appreciation for the strong sense of community that
is fostered by a general attitude of collegiality, acceptance and support. Students felt that they have a
voice in their education and that school administrators care about their opinions. The Deans and faculty
all received high satisfaction ratings for their availability. In addition, students highly rated their overall
sense of acceptance (based on race, sexual orientation, religion, etc.).
The breadth of high-quality research opportunities available to students is a cornerstone of the school and
the Pathways to Discovery program offers students the structure and support to explore research in
molecular medicine, clinical and translational science, global health sciences, health professions
education, and health policy. Students were satisfied with funding for research.
36
Students highly praised the strong support from school leadership to pursue individualized learning
opportunities throughout medical school. They felt that there is a deep commitment to student mental
health and well-being at UCSF, especially through the work of the Medical Student Well-Being Program.
The first- and second-year curriculum, which overall received high ratings from students, is another
strength of UCSF, including: small group learning, the Foundations of Patient Care (FPC) course, the
virtual learning environment (iROCKET and Collaborative Learning Environment), electives and the
pass/fail system. Regarding the third and fourth years, students praised the breadth of clinical sites
available and the excellent teaching during their clerkships. Students were very satisfied with many
essential facilities at UCSF, specifically the shuttle system and fitness centers.
Areas of Improvement. In general, the survey results reflected a need to improve financial and
academic advising in all years. A notable exception was advising for fourth-year students by faculty
members in their field of interest, which was rated very highly. Particular programs that students noted
could benefit from improvement include the Advisory College system, the Big Sib Program, the clerkship
scheduling and advising, career/research advising, financial aid counseling, and Student Health Services.
The students felt that the grading system during clerkships needs greater clarity and transparency, and the
teaching of physical exam skills could be improved for both third- and fourth-year students. Students also
lacked knowledge of the procedure for reporting mistreatment.
Students were concerned about library hours and the need for 24/7 study space, parking available on or
near campus, more sleep areas at some clinical sites for third- and fourth-year students, and limited
service of the VA shuttle between the Parnassus campus and the SFVAMC.
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UCSF Self-Study for LCME Faculty
IV. FACULTY
A. Number, Qualifications and Functions
Number, Qualifications and Functions. The School of Medicine has 1,932 full-time faculty

members, of which 167 are in basic science departments. Since the last LCME site visit, the full-time
faculty has grown by over 400 while the volunteer clinical faculty has decreased by over 500 to 2,876.
The decrease in volunteer clinical faculty resulted from department decisions to uphold high standards for
active engagement in educational programs as an eligibility criterion for faculty status. Fewer faculty
members are being appointed in basic science departments because their primary work is increasingly
being done in interdisciplinary research centers and clinical departments. With the completion of several
new research buildings and increases in the research enterprise, the faculty will continue to grow over the
next several years. All of these trends are positive and there is a more than ample number of faculty
members to meet the educational mission of the medical school.
The Office of Community Based Education, within the Office of Medical Education, recruits, monitors,
supports and provides faculty development to more than 450 full-time faculty members and community
preceptors. This number adequately covers all preceptorships in the first through third years as well as the
small group teaching in the Essential Core and Intersessions. The level of interest in precepting our
students remains consistently high.
Improvement in Teaching Skills. The school has a robust faculty development program offered

by the Office of Medical Education and the Academy of Medical Educators, designed to assist faculty
members to improve their teaching, curriculum development and assessment skills. In 2009-10, they
conducted 33 faculty development workshops in three series: 1) Key Educational Skills workshops (13
sessions); 2) Special Topics Educational Skills workshops (11 sessions); and 3) Community Based
Educational Skills workshops (9 sessions), which are offered on campus and at community sites easily
accessible to our volunteer clinical faculty. A total of 530 individual faculty and staff members
participated in these free workshops, which award continuing medical education credit.
In addition, the Office of Medical Education offers a yearlong Teaching Scholars Program to 12 faculty
members, a Medical Education Research Fellowship for two faculty members, a weekly Educational
Scholarship Conference (ESCape) averaging a dozen faculty members, and a monthly medical education
journal club averaging another dozen faculty members. The Teaching Scholars Program provides faculty
members with insights into learning theory, pedagogy, curriculum, assessment, scholarship and
leadership. This course meets for a half day weekly for a year. Since 1999, this program has graduated
124 scholars, who now hold most of the educational leadership positions in the school and departments.
The Academy of Medical Educators (AME) offers faculty development workshops, quarterly meetings,
an Education Day, individualized teaching consultations through the Teaching Improvement and
Teaching Observation Program (TIP-TOP), and educational innovation grants. In 2009-10, 28 faculty
members enrolled in TIP-TOP and 242 faculty members participated in Academy events.
Additionally, individual courses and clerkships invest considerable effort in helping instructors improve
their teaching skills. This involves providing general orientation sessions, and specific content- and
teaching strategy-focused sessions. Course directors also review instructor evaluations and provide
feedback. In the Essential Core, there is significant collaborative peer feedback for lecturers from course
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and discipline leaders who routinely attend course lectures. There is also an extensive online teacher and
course evaluation system that provides feedback to teachers and courses for improvement purposes.
Mentorship for Scholarship. Faculty members receive extensive support and mentorship related

to scholarship from the campus, school and their department. The Faculty Mentoring Program also
collaborates with the Clinical and Translational Science Institute Mentor Development Program
(http://ctsi.ucsf.edu/training/mdp-announcement) to develop an innovative curriculum for training
midcareer and early senior research faculty to become the next generation of clinical and translational
research mentors. In addition, a number of departments have implemented faculty mentoring programs
for new and junior faculty members to meet their specific needs and goals as determined by the
department, the Chair and other faculty leaders. The Office of Medical Education sponsors a weekly
seminar, the Educational Scholarship Conference (ESCape), to mentor faculty in the development of their
educational scholarship.
B. Personnel Policies
Faculty Appointment. There are five faculty tracks at UCSF: Ladder/Tenure, In Residence,
Clinical X, Health Sciences Clinical and Adjunct. Within each of these tracks, a faculty member holds a
specific title/rank (Instructor, Assistant Professor, Associate Professor, Professor) and step (level within a
given rank). Merit (“step”) increases refer to advancement within a given rank, while promotion refers to
advancement from one rank to the next (e.g., Assistant Professor to Associate Professor). Each
department sets its own guidelines for advancement and promotion in the individual tracks outlined
above. These guidelines are meant to supplement, not replace, the Academic Personnel Manual and are
provided to members of departments where additional qualifications are specified. The school’s Office of
Academic Affairs monitors compliance with these guidelines through checklists that must be submitted
with appointments, merit advancements and promotions.
Departments vary in terms of whether they use a faculty committee or all faculty of a higher rank to vote
on appointments, merit advancements and promotions. These committees or groups of faculty members in
smaller departments are intended to ensure that merit advancement and promotion policies are applied
consistently across the departments. The school and campus academic affairs offices monitor compliance
with faculty governance procedures on this matter.
For faculty members who carry heavy teaching loads or who are educational leaders, the Academy of
Medical Educators portfolio provides a powerful way to make visible their contributions to the school’s
educational mission and more broadly to medical education. These faculty members also receive letters of
support for their leadership roles from the educational leadership and the Academy. This has resulted in
accelerated advancements for many Academy members and other educational innovators and leaders.
Promotion policies are widely communicated to the faculty through websites, brochures, workshops,
department meetings and annual mentoring/performance review sessions with department or division
Chairs/chiefs. In addition, the campus and School of Medicine academic affairs offices conducted a
Faculty Information and Welcoming Week in the fall that attracted 90 new faculty members in 2009. This
was followed up with luncheon meetings at three different sites that were attended by a total of 205
faculty members. While UC appointment and advancement policies are complex, they are well
understood by faculty members and are carefully followed.
Conflict of Interest. Campus administration, the Academic Senate and the School of Medicine have
implemented a number of policies related to faculty interactions with industry and disclosure
39
requirements. Reporting of industry relationships must be done annually and whenever a faculty member
is proposing to initiate research activities. As part of the oversight structure, each faculty member is
required to disclose all relationships with industry and all income received from industry for
consultations, research activities, royalties and honoraria. UCSF continuing education activities have a
strong and documented record of being free of commercial bias. All faculty members who participate in
continuing medical education programs must comply with ACCME policies related to industry
relationships.
Feedback to Faculty. At the time of initial employment, all faculty members are provided with a
written contract describing the terms and conditions of their employment. In addition, a detailed package
of information is provided and reviewed that includes descriptions of policies related to the type of
appointment (including review of other appointment types), compensation, responsibilities and expected
distribution of time, mentoring and faculty development resources, and administrative support and
resources. A checklist covering these points is signed by both the faculty member and the department
Chair, division chief or designate.
Chairs and division chiefs are responsible for ensuring that all faculty members have an annual
performance review and appropriate review for merit advancements and promotions. In addition, every
faculty member is reviewed every two years for merit advancement at the assistant and associate
professor levels, and every three years at the full professor level. As a University policy, all members of
the Academic Senate have a formal appraisal of achievement and promise during the fourth year of
appointment at the assistant professor level. The school’s Office of Academic Affairs annually reviews
these activities to ensure compliance.
Teaching/Faculty Promotions. There is strong support for the educational mission at UCSF as

indicated by the requirement to teach and provide documentation of teaching excellence for academic
promotion, the use of the educator’s portfolio in promotions, the resources committed to faculty
development and educational scholarship, the strong educational program evaluation and teacher
evaluation system, and the Academy of Medical Educators. The Dean’s recent appointment of a
committee to measure the educational contributions of the faculty is another indication of the school’s
commitment to promote and reward teaching excellence. Educational contributions of the faculty are
factored into decisions about faculty retention and promotion at all levels. The greater the amount of
faculty time devoted to teaching, the greater the influence of teacher ratings on the faculty member’s
promotion and advancement.
C. Governance
Decisionmaking. The Academic Senate provides the primary structure for faculty engagement in
organizational decisionmaking on the campus and in each school. One of those mechanisms is the School
of Medicine Faculty Council, a governing body of peers elected by faculty members who establish all
educational and faculty policies. Outside of the Academic Senate, there are more than two dozen faculty
committees that regularly advise the Dean. For most issues, the Dean and the Chairs/ORU Directors
together set policy. Annually, the Dean convenes the SOM Leadership Retreat to discuss the most
pressing issues confronting the school. During these retreats, 140 faculty members are actively engaged in
discussing and formulating strategic plans for the school, which are subsequently enacted. This both
informs the faculty and engages them in finding creative solutions. Faculty members have sufficient
opportunities for formal and informal input to the decisions of the school.
40
Faculty Communication. In addition to the news office communications on the school’s website

and periodic emails to the faculty, the Dean has hosted eight “Town Hall” meetings over the past two
years to allow wide dissemination of information and input on key topics. The location of these meetings
rotates among the major sites (e.g., Parnassus, Mission Bay, SFGH, SFVAMC and Mount Zion) and are
telecast. The frequency and variety of communication are sufficient to keep the faculty informed.
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UCSF Self-Study for LCME Educational Resources
V. EDUCATIONAL RESOURCES
A. Finances
Sources/Stability. The school’s finances are stable and increasing in spite of the financial
challenges in the state of California. Total revenues have increased from $823 million in 2001 to $1.9
billion in 2009. Over the three-year period from 2006-07 to 2008-09, revenues grew by 9.5% from $1.7
billion to $1.9 billion. During this period, there has been little fluctuation in the components of total
revenue from tuition and fees (1%-2%), government and parent support (8%-10%), grants and contracts
(43%-45%), practice plan (21%-22%), hospital support (12%), and gifts and other (11%-12%). These
totals include substantial funding provided by the City and County of San Francisco for faculty, trainees
and staff stationed at San Francisco General Hospital. Even in difficult financial times, the school’s
revenues continued to grow. In the coming three years, government and parent support is expected to
trend down slightly to 7% of total revenue while grants and contracts revenue is expected to grow. The
school maintains a healthy and consistently growing reserve balance in the Dean’s office, medical
education and departments. At of the end of fiscal year 2010, the school had $303 million in unrestricted
net asset balances and $260 million in restricted net asset balances.
MEDICAL SCHOOL REVENUE SOURCES ($ in Millions)
Source (2009-2010) % of Total Revenues

Tuition and fees $ 35.7 1.9%
State appropriation $ 145.8 7.7%
University allocation $ 0.0 0.0%
Grants & contracts (direct) $ 692.2 36.8%
Indirect cost recoveries $ 165.9 8.8%
Practice plans $ 405.5 21.5%
Gifts and endowments $ 108.4 5.8%
Hospitals $ 233.1 12.4%
Other revenues $ 95.3 5.1%
Total revenue $1,882 100%
Data from the preliminary 2010 UCSF LCME Part I-A Annual Financial Questionnaire on Medical
School Financing
The school has long benefited from a well-balanced portfolio of revenue sources so that pressure on any
one source is mitigated by other funding. UCSF’s strengths should position it well financially for the next
five years. UCSF ranks second in NIH funding and, according to the 2009 Council for Aid in Education
survey, UCSF ranks 15th in private giving among all American universities and fourth among public
campuses. The top 10-ranked UCSF Medical Center and Children’s Hospital and the faculty medical
group have remained highly competitive in the Northern California market and continue to grow in
patient revenues. In addition, clinical revenues from the practice plan are up this year with the switch to
Hill Physicians Preferred Provider Organization.
42
Of concern to all University of California campuses is the reduction over the past several years in state
funds appropriated by the California legislature. Because state appropriations account for only 7.7% of
the School of Medicine budget, the financial impact of even proportionately high budget cuts is relatively
limited. Due to the school’s fiscal restraint plus furloughs in 2009-10, revenues remained higher than
expenditures; the same is true for 2010-11. UC, UCSF and the School of Medicine are all developing and
implementing business efficiencies as a means to cut costs and as such mitigate the impact of reduced
state support. While medical education, like the rest of the school, reduced its 2009-10 budget by 11%, it
did so without any staff or faculty layoffs and with no program cuts. Because of the strong reserves in
medical education and increases in revenue, the medical education budget was restored in 2010-11. No
further reductions are anticipated and no harm has occurred to the educational program.
With regard to the financial status of individual departments, the Dean and Vice Dean for finance meet
with the Chairs and managers of all departments and organized research units in the spring to review the
current year’s financial performance and the proposed budget for the upcoming academic year, including
the list of actions to be taken to address a negative operating position if one exists. As part of the 2009-10
SOM Executive Budget Committee deliberations, the Dean’s Office stratified departments into groups
based on their ability to cope with projected state budget cuts and other fiscal pressures. Two departments
(Anthropology, History and Social Medicine; and Microbiology and Immunology) currently are
experiencing severe financial stress while eight others are increasingly financially challenged. The
school’s Executive Budget Committee reviews ongoing and requested program support and assists
departments that need additional help. The Dean and medical center director also develop a coordinated
response to revenue and cost issues in clinical departments. A Strategic Support Advisory Committee,
which includes senior medical center leaders and school department Chairs, reviews requests for support
by the UCSF Medical Center.
Revenue Pressures/Faculty. Faculty clinical productivity standards are increasing but this has
not eroded the clinical education of our students or residents. The school allocates the financial resources
necessary to provide an outstanding educational program for our trainees and is committed to educational
innovation and leadership. To help ensure an excellent educational program, the school created the
Academy of Medical Educators, which now has 22 endowed Chairs. The Academy has been essential in
institutionalizing the role of education in faculty recruitment and promotion. Another reason that the
school has been able to enhance its educational efforts is because the Office of Medical Education has a
stable and growing funding source and has, over the past decade, been able to accumulate substantial
financial reserves. In addition, the Office of Curricular Affairs monitors the recruitment of teachers for
the core curriculum to ensure that an adequate number of teachers is available. There continue to be more
faculty members who want to teach than there are positions in the curriculum, so no problems have
surfaced to date.
The graduate medical education program has received an infusion of funding from the UCSF Medical
Center to cover program costs for Graduate Medical Education. The Dean recognizes that the current
financial allocation model to support teaching is challenging and needs restructuring. Following the
School of Medicine leadership retreat in February 2010, the Dean appointed a committee to make
recommendations on how to measure the teaching mission of the school. The school’s Executive Budget
committee will take action on the report in the fall.
Clinical Enterprise. The school deploys its faculty, clinical fellows, residents and medical students
across three major health care systems located in San Francisco plus the UCSF Langley Porter Psychiatric
Institute: UCSF Medical Center and Children’s Hospital (660 beds) and the UCSF Medical Group; San
Francisco General Hospital and Trauma Center, the county hospital for San Francisco (536 beds) and its
Clinical Practice Group; and the San Francisco Veterans Affairs Medical Center (244 beds) and its
43
affiliates. Each of these systems plays a critical role in the provision of primary, secondary and tertiary
care for the city and the region. For brevity, this response does not address the market position of other
important UCSF affiliates, including Alameda County Medical Center (Oakland), California Pacific
Medical Center (San Francisco), Community Regional Medical Center (Fresno), Kaiser Permanente
Northern California (San Francisco, Oakland, Fresno), Marin General Hospital (Greenbrae), Natividad
Medical Center (Salinas), Sutter Medical Center of Santa Rosa, and Valley Care Medical Center
(Pleasanton).
Since the mid-1980s, the school, UCSF Medical Group and UCSF Medical Center have worked in
concert to position the medical center’s clinical enterprise advantageously in Northern California’s very
competitive managed care marketplace because most of the clinical activity derives from referrals from
throughout Northern California for highly specialized care. In 2009-10, UCSF Medical Center drew 36%
of its inpatients from San Francisco, 35% from the greater Bay Area, 17% from California’s Central
Valley and 12% from more distant locations in California, nationally and internationally. Market share in
San Francisco for UCSF Medical Center has grown slightly from 12.7% in 2003 to 14% in 2008 (2009
data not available yet). The same increase is mirrored in the total Bay Area: 3.7% in 2003 and 4.3% in
2008. UCSF Medical Center continues to thrive and maintain a healthy margin.
Since 1987, the UCSF Medical Center clinical enterprise has been a provider of primary and
comprehensive care to enrollees within capitated health plans. From 1987 to 1996, UCSF managed its
own enrollees, and from 1997 to 2009, UCSF participated in a local capitated network as part of Brown
and Toland Medical Group. Although UCSF attempted to resolve a series of complex governance and
management issues within this network, Brown and Toland Medical Group cancelled that contract as of
December 31, 2009. UCSF selected a new partner – Hill Physicians – for its San Francisco network as of
January 1, 2010, and UCSF’s primary care enrollees continue to be able to access care through this new
arrangement. The negotiated rates for provision of patient care are higher with Hill Physicians, creating
revenue increases for most clinical departments.
UCSF physicians provide the clinical services for 20% of the residents of San Francisco at San Francisco
General Hospital through the Affiliation Agreement with the City and County of San Francisco. The
Healthy San Francisco plan launched by the City and County of San Francisco has further increased
enrollment in primary care and comprehensive care in its community clinics and at San Francisco General
Hospital. Medical education at all levels is provided at this major UCSF teaching affiliate.
Within the past decade, the UCSF clinical enterprise has engaged in two successful strategic planning
exercises: in 2002, resulting in major expansion of clinical services; and in 2008, with plans for a new
hospital at Mission Bay. These planning processes involved the executive leadership of the school,
medical group and medical center plus a broad array of clinical faculty and administrative leaders. In
2002, the strategic plan focused on strengthening the clinical enterprise’s five-year financial position to
fulfill its academic missions, enhance its competitive position, and make it possible to raise capital to
build a women’s, children’s and cancer hospital complex at the new Mission Bay campus. At the Dean’s
Leadership Retreat in 2007-08, almost 100 participants revisited the goals and measures of the 2002 plan
and noted that the enterprise had exceeded its goal for an increase in bed capacity, had grown service
lines to increase the average daily census by 110 and had substantially exceeded its financial performance
goals. Over the same period, patient satisfaction measures increased significantly. Following the 2007-08
strategic planning process, work proceeded quickly on fundraising and construction of the new state-of-
the-art, 289-bed, $1.5 billion children’s, women’s and cancer hospital complex at Mission Bay, which
will open in 2014.
44
Capital Needs. In addition to the new UCSF children’s, women’s and cancer hospital complex at
Mission Bay, San Francisco General Hospital has begun construction on a new acute care addition to the
hospital that will increase beds from 311 to 386; it is scheduled to open in 2015.
The University’s capital budget process works at three intersecting levels: state-funded projects focused
on seismic, life safety and infrastructure improvements; projects of high priority to the entire campus,
such as classrooms and new research buildings, which are funded through other campus and school
sources; and renovation projects funded by the school for School of Medicine assigned space. Despite the
inherent complexity of this system, an amazing array of high-priority capital projects have been funded,
including four recent major research building projects (three at Mission Bay and one at Parnassus), a new
medical office building at Mount Zion for primary care and integrative medicine, and a state-of-the-art
clinical skills and simulation center with additional classrooms sited in the UCSF Library. The capital
budgets and funding sources for new patient care, teaching and research facilities at San Francisco
General Hospital and the San Francisco Veterans Affairs Medical Center are financed and constructed
through those governmental entities.
B. General Facilities
UCSF has excellent facilities for teaching, research and patient care, which is more than adequate to meet
all of the school’s missions. Over the past decade, a whole new biomedical science campus has risen at
Mission Bay, and additional renovations and construction continue at Parnassus.
Adequacy of Facilities. Classroom, laboratory and clinical skills space: In January 2011 the
campus’s classroom space will experience a major advancement with the opening of the remodeled
second floor of the campus library (25,700 GSF and $23 million). This remodeling will create seven new
small group and four new small-medium group classrooms with technology-enhanced active-learning
environments, adding 11 new small group teaching spaces to the current inventory of 22. This
technology-rich environment has been designed with space for standardized patient activities, mannequin-
based simulation, telemedicine, interprofessional education, and reception and staff offices. The project
was state-funded by the Telemedicine and PRIME-US Education Facilities initiative, which is part of
California State Proposition 1D. All four professional schools and the library have collaborated on the
plans for the new center, which will support the curricula for Dentistry, Medicine, Nursing, Pharmacy and
other clinical programs.
Over the past three years, a Classroom Improvement Initiative renovated 75% of all classrooms at
Parnassus and Mission Bay and upgraded technology in these classrooms. Regarding laboratory space,
both wet (three classrooms for slide study, total capacity 80 students) and dry (five classrooms, total
capacity 102 students), teaching laboratory space is adequate, as half the class can be accommodated at
one time. A project is underway to bring the anatomy laboratory up to standards and to provide space for
students to store their backpacks and personal belongings. Adult physical exam peer practice sessions are
currently held in small group classrooms, using mats and other equipment, but will move to the new
Teaching and Learning Center. Currently, small group instruction in eye and ear examination takes place
at the Kanbar Center for Simulation and Clinical Skills, which is in leased space next to UCSF Mount
Zion Medical Center. Formative assessment and consolidation experiences in physical examination also
take place at Kanbar, as do the mini-OSCEs and clinical performance examinations; all of these activities
will move to the more centrally located Teaching and Learning Center.
Research space. The 57.5-acre Mission Bay campus was opened in 2003, providing research space and
facilities that, when ultimately built out, will double UCSF’s research enterprise and speed the pace of
45
biomedical discovery and innovation. Construction of new research facilities at UCSF is ongoing. Four
new research buildings that are currently in design or construction, or were recently completed include:
• The new Helen Diller Family Cancer Research Building, 160,000 GSF, opened in the spring of
2009 at Mission Bay.
• Two additional research buildings will be completed in the fall of 2010: the Eli and Edythe Broad
Center of Regeneration Medicine and Stem Cell Research at the Parnassus campus, 69,000 GSF,
and the Cardiovascular Research Institute Building at Mission Bay, 236,000 GSF.
• A new 237,000 GSF building dedicated to neurosciences research is currently in design and will
open at Mission Bay in the spring of 2012.
Renewal and improvement of existing research facilities are also taking place. Currently five renovation
projects for research space are in design or construction on the Parnassus campus. These range from $2
million to $8 million total in project costs and are fully or partially funded by the Dean’s Office.
Security systems. All primary instructional sites (Parnassus/UCSF Medical Center/Mission Bay, Mount
Zion, San Francisco General Hospital (SFGH), Veterans Affairs Medical Center (SFVAMC), and UCSF
Fresno) have 24/7 on-site law enforcement (UCSF Police Department, San Francisco Sheriff’s
Department, Veterans Affairs Police) or security personnel present on the campus and at clinical sites,
including Emergency Departments. All sites have perimeter security, with outside doors locked nights
and weekends, and after-hours access restricted to one or more main entrances. All sites have a means to
notify students of local emergencies (e.g., PA announcement, text pager, WarnMe system, etc.). All
parking structures and lots at training sites are patrolled by security or law enforcement, with the
exception of SFGH, where there is a lot attendant at the parking structure entrance and cameras in the
structure, but no patrol. In addition, there are emergency intercoms, panic buttons, walking escort
services, shuttle services and dial-a-ride/night shuttle services.
Clinical space. The UCSF Medical Center and Children’s Hospital is a 660-licensed bed, tertiary care
referral center with two major clinical sites at Parnassus Heights and Mount Zion, approximately 735,713
outpatient visits per year, and annual revenue of $1.4 billion. UCSF Medical Center is consistently ranked
as one of the nation’s top 10 hospitals by U.S. News & World Report.
While the new medical center at Mission Bay is a key element of UCSF’s long-term vision to advance its
education, research and patient care missions, it is only one part of the long-term vision for the campus,
which is to create and sustain vibrant, integrated clinical, research and educational programs at the three
main clinical sites. Specifically,
• Parnassus: Focus on quaternary adult surgical and medical services, including neurosurgery,
cardiovascular and transplant services, with adult emergency care and a new stem cell focus.
• Mount Zion: Expand its use as a major outpatient hub with a diagnostic and therapeutic focus, as
well as a focus on women’s health and related clinical research and education.
• Mission Bay: Focus on the care of children, women and cancer patients.
• Each hospital will be integrated with the existing biomedical campuses at Parnassus and Mission
Bay to strengthen bench-to-bedside and bedside-to-bench collaboration among basic scientists,
clinical researchers and physicians.
C. Clinical Teaching Facilities
Resources for Clinical Teaching. Required clinical rotations for medical students occur in 16

inpatient institutions and 10 outpatient facilities. The majority of clinical teaching is performed at four
major teaching sites: UCSF Medical Center and Children’s Hospital (UCSF Medical Center) and
associated Langley Porter Psychiatric Hospital, San Francisco General Hospital (SFGH), the San
46
Francisco VA Medical Center (SFVAMC) and UCSF Fresno (Community Regional Medical Center and
Affiliates). Each campus hosts four or more clerkships. The clinical volume at each institution is
substantial and varied. The annual inpatient admissions are: UCSF Medical Center, 29,043; SFGH,
15,744; SFVAMC, 4,968; Fresno Community, 37,870. The annual outpatient visits are UCSF Medical
Center, 735,713; SFGH, 466,699; SFVAMC, 425,914; Fresno Community, 123,810. There is an adequate
number of faculty members at UCSF Medical Center, SFGH, SFVAMC and UCSF Fresno to supervise
students on all inpatient core rotations.
The clinical teaching network is adequate for medicine, surgery, psychiatry and pediatrics to
accommodate current medical student enrollment. Psychiatry, neurology, and Obstetrics & Gynecology
are expanding their clinical affiliates in order to accommodate the increased class size. Each major
affiliate is known to have patient mixes appropriate for its mission and when looked at in aggregate, the
affiliates provide an extraordinarily rich and balanced experience for students in terms of access to case
mix, case acuity, patient ages, gender and cultural diversity. UCSF Medical Center is the major referral
center for Northern California and with its quaternary services attracts many specialized care patients in
addition to providing primary and specialty care. San Francisco General Hospital, the safety net hospital
for the residents of San Francisco, is also a level I trauma center and provides both basic and specialty
care for the ethnically and culturally diverse San Francisco residents. The SFVAMC provides primary
and tertiary care to veterans in Northern California and is also a major regional and national referral
center for specialized care. The Fresno hospitals serve the residents of the Central Valley of California,
yet another culturally diverse patient population with some unique diseases that complement the diverse
case mix of the San Francisco institutions.
Ambulatory care facilities are available and fully functional at all sites. Over the years, more patient care
as well as teaching has shifted to ambulatory sites. UCSF Fresno opened a new ambulatory care center in
April 2010 that significantly expands capacity for ambulatory care and was designed with teaching in
mind. It includes significant computer access and teaching conference rooms.
Administrators of Clinical Activity. Each major clinical affiliate (UCSF, SFGH and
SFVAMC) has a Chief Medical Officer who is also an Associate Dean in the medical school; has a
detailed affiliation agreement; and has a committee that provides oversight of educational activities at the
institution. Representation on these committees includes educational administration of the medical school
and clinical site. The high level of cooperation between administrators at each of the clinical teaching
affiliates and medical school leadership is a hallmark of UCSF’s collaborative culture and results in a
smoothly operating and effective clinical education program. This oversight ensures that appropriate
resources (including faculty, space and equipment) are allocated to the clinical education program and
that student supervision and safety are maintained at all times.
Staff of Clinical Affiliates. Attending physicians at each of these medical centers (UCSF, SFGH,

and SFVAMC) are UCSF faculty members; all students, residents and fellows are also UCSF trainees.
Department Chairs are responsible for the clinical services of these medical centers, with the exception of
Fresno, and the educational programs for medical students and residents. Departments have a designated
faculty member who has oversight of the medical student education within the department and at each
site. The combination of all of these factors results in an excellent, single educational program across
three sites.
Expectations for creating a positive learning environment at each of these affiliates are clearly stated in
up-to-date affiliation agreements. These agreements prescribe the University’s primacy over academic
affairs and the education/evaluation of students, appointment and assignment of faculty members with
responsibility for medical student teaching responsibilities, and the affiliates’ responsibility to provide
47
access to appropriate resources for medical student education as well as treatment and follow-up when
students are exposed to infectious or environmental hazards or other occupational injuries.
D. Information Resources and Library Services
Quality of Holdings. The print and non-print collection of the UCSF Library is outstanding.
Nationally, it is one of the largest health sciences libraries in square footage, with a large number of
volumes and electronic journals. As part of the collaboration of the 10 University of California campuses,
UCSF faculty and students, regardless of work location, have access to more than 13,000 electronic
journals and more than 169 databases in all disciplines – all part of the UC Digital Library. All University
of California campuses use the MELVYL system, which contains records for more than 32 million items.
A robust web-based system for interlibrary loans allows efficient delivery of materials to anyone in the
UCSF community. The UC libraries are actively digitizing print books; currently more than 2 million
volumes have been digitized with availability of the full text dependent upon copyright. The UCSF
Library purchases a number of eBook packages and image databases that support the School of Medicine
curriculum. UCSF staff located at any affiliated hospitals – the SFVAMC, SFGH and UCSF Fresno – use
the campus VPN for easy access to digital materials and to request services, such as Interlibrary Loans.
All four affiliated sites have small libraries and professional librarians to serve students, faculty and staff.
Information Technology Resources. The state of California, the campus and the School of
Medicine have made good investments in information and educational technology and services. The
school’s Office of Educational Technology provides outstanding learning technology support for teaching
and learning, including: curriculum management with their award-winning Ilios system; instructional
design; electronic portfolio development and support; multimedia services; and online course support. In
addition, they partner with the library to provide learning technology leadership for the entire campus and
to promote and support interprofessional education. A new and enhanced version of Ilios is now in
development and will be made available to the other UCSF schools and other medical schools nationally.
The library manages the Collaborative Learning Environment (CLE), student computing labs, electronic
portfolio system (ePortfolio), the virtual microscopy database for the pathology and histology curriculum,
and mobile loaner laptops for use in small group learning and faculty development. The new Teaching
and Learning Center in the library will offer state-of-the-art educational technology facilities for teachers
and learners, including a new student computing lab and classroom, general assignment classrooms and
clinical skills/clinical simulation facilities. The TLC will offer telemedicine learning and communication
capabilities within UCSF clinical sites and to selected public health clinics in San Francisco.
The campus supports classroom technologies, the central campus information technology infrastructure,
email and 24/7 computer help desk.
Usability/Functional Convenience. The library is considered a strength of the institution and

its staff provides high-quality service to the UCSF community. Library space is designed to support the
diverse needs of the students – for quiet, individual study as well as for collaborative, group work. There
are also individual carrels for faculty use. Fifteen study rooms are designed for student group work.
Students can borrow laptops or use their own to work together on projects in these rooms and anywhere
in the library. In September 2009, the library reduced its hours due to budget reductions. In response to
student concerns, the library opened the Hearst Reading Room to students on Saturday in order to offer
more study options. The room has 136 seats and several group study rooms. In response to the LCME
independent student self-study report, the library is renovating one section of the building to allow 24/7
48
access by January 2011. Additionally, the library will have extended hours during finals. Two small
libraries at Mission Bay are used by faculty, graduate students and professional school students.
The Technology Commons, planned as part of the new Teaching and Learning Center on the second floor
of the Parnassus library, will feature flexible spaces and furniture for individual and collaborative work.
Clusters of furniture around windows encourage students to work together while desks equipped with
workstations enable individual study. There are several new small areas for collaborative work as well.
Two additional group rooms, an audiovisual editing suite and a student presentation room are designed
into the space. A separate area with high-end workstations will support the development of rich media for
coursework. The Technology Commons will have new public workstations.
Contributions to Education/Professional Development. Students are very proud of the

library, the resources and available technology. The library works closely with the student organizations
and the school to address student suggestions/concerns. A librarian is assigned to work with the school
and also serves on the Essential Core Curriculum Committee. She is the co-principal investigator for the
first-year Information Retrieval and Management (IRAM) curriculum, timed to coincide with the
curriculum’s first problem-based learning case. Librarians visit the problem-based learning small groups
to offer suggestions. All the IRAM material is also available as short tutorials. The librarian serves as a
faculty facilitator for the Foundations of Patient Care course and teaches medical literature searching for
students in other years as well.
All new faculty members receive a letter introducing them to library services. The library has a regular
schedule of classes for faculty members and others on topics such as EndNote, PubMed and advanced
Google searches. Electronic newsletters are sent to the faculty to inform them of services and programs.
Consultation with a librarian is available upon request. One librarian is assigned to work closely with the
Office of Medical Education in the Teaching Scholars Program, providing workshops to faculty
participants and Medical Education Research Fellows on literature reviews for their research projects. She
also assists with medical research projects and has developed searching tips specific to medical education
research. The library staff are exceptional, responsive and well connected to medical education.
49
UCSF Self-Study for LCME Summary
SUMMARY
UCSF School of Medicine is an exceptional place to learn and work. The depth, diversity, resources and
strengths of the school are exemplary in every mission. The self-study committees identified 47 strengths.
The mostly highly rated by the overall LCME committee are:
1. Exceptional students who are diverse, altruistic and high performing;
2. Outstanding teaching, availability and accessibility of faculty and residents;
3. A culture of innovation and excellence across the continuum of medical education;
4. Excellence of the research enterprise and rich research opportunities for students;
5. Opportunities for students to individualize their learning experience and professional development;
6. Strong support of the Dean and senior school leadership for the education mission;
7. Strong and active systems for quality improvement, oversight and governance of the curriculum;
8. Educational technology and the electronic curriculum (iROCKET, Ilios, CLE, ePortfolio).
Based on the work of the LCME self-study committees and the LCME independent student survey
committee, several areas were identified for improvement. Each area has subsequently been addressed.
Areas for Improvement Actions Taken

1. Financial aid advising New staff added and individualized counseling occurring
2. Career advising Retreat held in June 2010, faculty member hired to create career
development curriculum, team working on project with Office of
Career and Professional Development, implementation in 2010-
2011
3. Advisory College Mentoring Meetings with students increased through portfolio reviews and
stronger career advising program
4. Clerkship scheduling Implemented new lottery system improvements, updating waiting

list procedure and making communication clearer
5. Step 1 pass rate – Class of Collecting data and developing a plan

2012
6. Grading in clerkships The student evaluation form has been revised to ensure that
language for each descriptor is standardized and behaviorally
based.
The rating form now includes a question about length or intensity

of contact between supervisor and student.
Each item on the student evaluation form and summary evaluation

form now links the item to the relevant competencies.
Task force appointed jointly between CCOC and CCSC to

recommend improvements in clerkship assessment and grading.
50
UCSF Self-Study for LCME Summary
7. Observed physical exam Currently documenting physical exam skills through the encounter
skill development in cards and faculty sign-off
clerkships
8. Timely reporting of grades Office of Curricular Affairs monthly reports and clerkship director
action meet six-week deadline
9. Student Health and SHCS analyzed issues, met with students to better understand
Counseling Services concerns, and planned to both make important changes and better
communicate with students. SHCS has expanded evening hours
and will send written communications to students to increase
awareness of these services, has improved clinic check-in
processes and is working on enhancing referrals to UCSF Medical
Center specialty services. Student health insurance waiver process
will be improved in 2010-11 by relaxing the opt-out criteria and
streamlining the online application tool.
10. 24/7 study space, library Library opened the Hearst Reading Room to students on Saturday
hours, cleaning library on in order to offer more study options and is completing renovations
weekends to allow 24/7 access; construction will be completed January 2011.
Cleaning and janitorial services upgraded.
11. Anatomy laboratory and Renovation funded and in process.

student lockers
12. Uncertainty about reporting Associate Dean for Student Affairs is communicating extensively
mistreatment on how to communicate mistreatment and has updated website.
13. VA Shuttle – expand hours Shuttle services expanded to meet request, effective June 2010
14. Hospital sleeping rooms and Detailed analysis completed and clinical rotations with call
lockers for third- and fourth- requirements provide sleeping rooms and lockers/secure space for
year students students
The LCME independent student review committee examined the actions listed above in August 2010 and
wrote an addendum to their report which states in part:
“Since submitting our independent student report in March 2010 the school’s leadership
immediately began to address the areas for improvement raised in our report. The speed and
thoughtfulness at which the school responded to our student concerns demonstrates the UCSF
leadership’s commitment to its students and maintaining it as a place of excellence.”

Conclusion: UCSF is committed to being a leader in educating the next generation of physicians,
scientists and leaders. Our faculty, curriculum, facilities and resources position us well to continue
growing all mission areas and maintaining our preeminence in advancing health worldwide™.
51

52

UCSF Self-Study for LCME Appendix A
APPENDIX A: LIST OF SELF-STUDY COMMITTEE MEMBERS
LCME TASK FORCE RETREAT MEMBERS
Sam Hawgood, MBBS, Chair Dean, School of Medicine

Overall LCME Self-Study Committee
LCME Task Force

Joshua Adler, MD Professor; Chief Medical Officer
Nancy E. Adler, PhD Professor; Vice Chair
Nancy L. Ascher, MD, PhD Professor; Chair
Robert B. Baron, MD Professor; Associate Dean
Phaedra D. Bell, PhD Director, Curricular Affairs
Susannah C. Brock, MD Clinical Fellow
Karen A. Butter University Librarian; Associate Vice Chancellor
Sue S. Carlisle, MD, PhD Professor; Associate Dean, SFGH
Joseph Castro, PhD Professor; Vice Provost
Molly M. Cooke, MD Professor; Director
Kevin Grumbach, MD Professor; Chair
Beth S. Harleman, MD Assistant Professor
Karen E. Hauer, MD Professor
Robert A. Hiatt, MD, PhD Professor; Co-Chair
Michael A. Hindery, MS Vice Dean, School of Medicine
Harry Hollander, MD Professor; Residency Director
David M. Irby, PhD Professor; Vice Dean
Talmadge E. King Jr., MD Professor; Chair
Mark R. Laret Chief Executive Officer, UCSF Medical Center
Helen Loeser, MD, MSc Professor; Associate Dean, Curricular Affairs
Daniel H. Lowenstein, MD Professor; Associate Dean
Alma M. Martinez, MD Professor; Director, Outreach and Advancement
Susan B. Masters, PhD Professor
Mervyn Maze, MD Professor; Chair
Nancy Milliken, MD Professor; Vice Dean
Cathryn Nation, MD Associate Vice President, UCOP
Renee Navarro, MD, PharmD Professor; Associate Dean
Patricia S. O’Sullivan, EdD Professor
Ryan C. Padrez Medical Student
Jane Phillips, MD Professor, Volunteer Clinical Faculty
Read G. Pierce, MD Chief Resident
Kevin M. Shannon, MD Professor; Director, MSTP
Kevin H. Souza, MS Assistant Dean
John Edward Swartzberg, MD Professor; Director, Joint Medical Program
Lowell D. Tong, MD Professor; Vice Chair
53
Sinae Vogel Medical Student

Joan Voris, MD Professor; Associate Dean, UCSF Fresno
David Wofsy, MD Professor; Associate Dean
Keith Yamamoto, PhD Professor; Executive Vice Dean
LCME SUBCOMMITTEE MEMBER LISTS
INSTITUTIONAL SETTING
Nancy Milliken, MD, Chair Professor; Vice Dean

Robert B. Baron, MD Professor; Associate Dean
Kirsten Bibbins-Domingo, MD, PhD Professor
Molly M. Cooke, MD Professor; Academy Director
Grae Wentworth Davis, PhD Professor; Chair
Gurpreet S. Dhaliwal, MD Assistant Professor
Dan Paul Dohan, PhD Associate Professor
Elyse Foster, MD Professor; Chair, Faculty Council
Elena Fuentes-Afflick, MD Professor; Chief of SFGH
Alan M. Gelb, MD Professor
Julie Denese Gesch Student
Stephen L. Hauser, MD Professor; Department Chair
Michael A. Hindery, MS Vice Dean
Gemayel Ahmad Lee Student
Patricia E. Perry Department Manager
John Edward Swartzberg, MD Professor; Director, Joint Medical Program
Joan Voris, MD Professor; Associate Dean
EDUCATIONAL PROGRAM FOR THE MD
Helen Loeser, MD, MSc, Chair Professor; Associate Dean, Curricular Affairs
Shelley R. Adler, PhD Associate Professor
Mark D. Anderson, MD Professor
Colette L. Auerswald, MD Associate Professor
Phaedra D. Bell, PhD Director, Curricular Affairs
Harold S. Bernstein, MD, PhD Professor
Anthony Archibald Bertrand IV Student
Huiju Carrie Chen, MD, MSEd Associate Professor
Bradley R. Cohn, MD Resident
Renee M. Courey, PhD Coordinator, Pathways to Discovery
Amaranta Dominique Craig Student
Madhavi Dandu, MD, MPH Assistant Professor
Anthony L. Defranco, PhD Professor
Tracy Boswell Fulton, PhD Professor
Godfrey Michael Harper, MD Associate Professor
54
Karen E. Hauer, MD Professor

Harry Hollander, MD Professor
Tai M. Lockspeiser, MD Resident
Daniel H. Lowenstein, MD Professor; Associate Dean
Tiffany Yih-Ting Lu Student
Susan B. Masters, PhD Professor
Manuel C. Pardo Jr, MD Professor
Patricia A. Robertson, MD Professor
Jason M. Satterfield, PhD Professor
George F. Sawaya, MD Professor
Adam David Schickedanz, MD Resident
Aimee K. Sznewajs Student
Arianne Teherani, PhD Associate Professor
Lowell D. Tong, MD Professor; Department Vice Chair
Kimberly Topp, PhD Professor; Chair
Joan Voris, MD Professor; Associate Dean
Daniel Charles West, MD Professor
Bruce U. Wintroub, MD Professor; Chair; Vice Dean
MEDICAL STUDENTS
Maxine A. Papadakis, MD, Chair Professor; Associate Dean, Student Affairs

Adele Rhea Anfinson Director, Student Health Services
Hallen Chung Director, Admissions
Sara E. Clemons, MEd Director, Student Affairs
Mohammad Diab, MD Associate Professor
Kristen A. Fitzhenry, MEd Analyst
Mary H. McGrath, MD Professor
Maureen E. Mitchell Analyst
Kathryn Ashley Price Student
Amanda Clare Reider Student
Rene Salazar, MD Associate Professor
Carrie W. Steere-Salazar Director, Student Financial Aid
John Charles Stein Jr, MD Associate Professor
Jody Ellen Steinauer, MD Associate Professor
Rachel Judith Stern Student
Arul Thangavel Student
Rebecca Wendell Watters, MD Staff Psychiatrist
David Wofsy, MD Professor; Associate Dean, Admissions
55
FACULTY
Donna M. Ferriero, MD, Chair Professor; Vice Dean, Academic Affairs

Deborah Elaine Barnes, PhD Assistant Professor
Allan I. Basbaum, PhD Professor; Chair
Cynthia S. Chiu, MD Assistant Professor
Linda Giudice, MD, PhD Professor; Chair
Carol A. Gross, PhD Professor
Rebecca A. Jackson, MD Professor
Jacqueline Jew Associate Vice Chair
Sally J. Marshall, PhD Vice Provost, Academic Affairs
Patricia S. O’Sullivan, EdD Professor
Emily Von Scheven, MD Professor; Interim Chair
Ellen J. Weber, MD Professor
EDUCATIONAL RESOURCES
Kevin H. Souza, MS, Chair Assistant Dean, Medical Education

Joshua Adler, MD Professor; Chief Medical Officer
Opinder Singh Bawa Director, Information Systems Unit
Karen A. Butter University Librarian; Assistant Vice Chancellor
Sue S. Carlisle, MD, PhD Associate Dean, SFGH
Peter R. Carroll, MD Professor; Chair
Joseph Castro, PhD Professor; Vice Provost
Patricia A. Cornett, MD Professor
Robert A. Hiatt, MD, PhD Professor; Co-Chair
Michael A Hindery, MS Vice Dean, Administration and Finance
David Stern Levitt Student
Bonnie A. Maler Analyst
Michael W. Peterson, MD Professor; Vice Chair of Medicine
Leslie Chung-Lei Sheu Student
Carrie W. Steere-Salazar Director, Student Financial Aid
56
UCSF Self-Study for LCME Appendix B
APPENDIX B: GLOSSARY OF TERMS
Term Abbreviation Definition
Academy of Medical AME A schoolwide program that advances teaching of

Educators medical students. The Academy of Medical Educators
promotes teaching excellence and the academic
advancement of teachers.
Advanced Studies Elective rotations and research that make up the fourth
year of the medical program. Advanced Studies prepares
students for postgraduate study and provides
opportunities for international health, scholarly work
and advanced clinical rotations.
Advanced Studies ASC A policy and operations committee that formulates

Committee requirements and creates the range of curricular
opportunities available to fourth-year students.
Block Courses The Essential Core is made up of nine sequential blocks,

which are courses organized around a central theme.
Most blocks are about eight weeks long. Foundations of
Patient Care runs longitudinally with the blocks for the
entire Essential Core. The block courses are (in
chronological order):
Prologue An introduction to essential anatomy, biochemistry,

pharmacology, histopathology, genetics, and social and
behavioral sciences, all linked together as a foundation
for patient care.
Foundations of Patient FPC Spans the entire Essential Core, covering clinical skills,
Care professional development and clinical reasoning.
Major Organ Systems Organs An integrated approach to investigating the

cardiovascular, pulmonary and renal systems.
Metabolism and Nutrition M&N An investigation of the gastrointestinal system,

endocrinology and metabolic issues, with additional
emphasis on prevention of disorders in these areas and
on counseling for nutritional health.
Brain, Mind and Behavior BMB A comprehensive overview of general principles in

neuroscience, neurology and psychiatry.
Infection, Inflammation I-3 The first block of the second year, covering
and Immunity microbiology, immunology and infectious disease as
well as public and international health issues.
Methods, Mechanisms and M-3 An integrated look at human cancer, with emphasis on
57
Malignancies the molecular mechanisms that underlie cancer

development and treatment; epidemiology; pathology;
genetics; clinical oncology; hematology; social and
behavioral sciences; and ethics.
Life Cycle/Epilogue A study of the human developmental sequence,

considering special topics in childhood and adolescent
medicine, men’s and women’s health, and aging. One
day a week, in the Epilogue component, students review
and integrate concepts presented earlier in the Essential
Core through case-based study in large and small
groups.
Transitional Clerkship The first clerkship of the third year and the final
component of Foundations of Patient Care. This two-
week clerkship consists of multiple components:
inpatient clinical preceptorships, procedure sessions,
lectures and a small group.
Clinical Core The required clinical clerkships of the UCSF medical

program. The Clinical Core begins in April of the
students’ second year and runs for 54 weeks. It is
composed of six eight-week-long clerkship periods and
three Intersessions.
Committee on Curriculum CCEP Initiates plans, oversees and evaluates curriculum; sets
and Educational Policy educational policies; is a standing committee of the
School of Medicine Council of the Faculty.
Major policy proposals affecting the entire Essential
Core and Clinical Studies are forwarded to CCEP for
final review and approval. Course evaluations are also
sent to CCEP.
Clinical Core Operations CCOC A committee that oversees all aspects of the operation of
Committee the third year’s required clerkships. Responsibilities also
include defining goals and objectives within the
competency framework, developing and implementing
assessment methods, and developing and implementing
innovative curricula. The committee is committed to the
professional development of those involved in medical
education and solves problems as a group to address
issues and improve the Clinical Core.
Responsible for establishing, implementing and

reviewing the goals, objectives, evaluation and student
achievement in the Clinical Core, and coordinating with
the Longitudinal Clinical Experience and Intersessions
course.
Clinical Performance Exam CPX A standardized patient program for all UCSF students at
58
the end of the core clerkships. The CPX is designed by a

consortium of clinicians and medical educators from all
eight California medical schools to assess clinical skills
essential to the practice of medicine regardless of
specialty.
Clinical Studies Steering CSSC The oversight body for the Clinical Core, Longitudinal
Committee Clinical Experience, Intersessions, Advanced Studies
and scholarship; reviews course objectives and
achievement.
A policy committee that oversees all aspects of clinical

experiences in the third and fourth years of the program.
It also considers the interface between the Essential
Core and the clinical years.
Collaborative Learning CLE Online environment that provides a versatile framework

Environment designed to meet the current and future needs for
learner-centered environments, collaborative learning
and other collaborative activities at UCSF.
Core Clinical Experience CEC This paper-based system relies upon the students to
Card track their core clinical experiences and upon the
clinical teachers to verify clinical encounters. The cards,
which list key clinical skills objectives as well as types
of priority patient encounters, are provided at the
beginning of each clerkship or integrated clerkship
program, then reviewed at midpoint feedback or
quarterly advising meetings, and required to be turned in
at the end of the clerkship.
Curriculum Ambassador A summer program for 20+ medical students who work
Program on improvements to the curriculum, one of the ways in
which students have an active role in shaping their
education.
Essential Core The first 18 months of the curriculum, composed of nine

block courses (including FPC). The Essential Core
integrates the study of the basic and clinical sciences
and provides the foundation for students’ learning on the
wards during the Clinical Core.
Essential Core Course ECCC An operational committee that examines course content,
Committee schedules, exam dates and grading policies. Course
directors may use this forum to raise questions about
redundant or missing topics.
Manages practical details of block courses and

recommends policy to ECSC.
Essential Core Steering ECSC A policy committee that considers issues of integration,
59
Committee content quality, distribution, and consistency in the first-

and second-year block courses. ECSC also reviews
course evaluation reports and plans for improvement.
Oversees the planning and implementation process for

the first and second years of the curriculum; reviews
plans submitted by committees responsible for
designing individual block courses and considers issues
of policy and overall integration. The Steering
Committee reports to CCEP.
E*Value On-line system to manage student and resident

evaluations of courses/rotations and teachers, and
faculty evaluations of trainees.
Ilios The School of Medicine’s curriculum management tool.

Ilios helps develop, track and manage curriculum details
for the Essential Core and Clinical Core.
Intersession Third-year course that brings students back to the

Parnassus campus three times in one- to two-week
courses to engage in discussions of medical ethics,
evidence-based medicine, medical sciences and health
systems, and to participate in career advising and
professional development activities.
iROCKET The digital curriculum. iROCKET encompasses a wide

range of educational technologies based upon Moodle
open source software platforms for the School of
Medicine.
Longitudinal Clinical LCE Students work in an outpatient setting with a preceptor

Experience and will experience a longitudinal relationship with a
specific type of patient population in the third year.
Observed Structured Clinical OSCE The OSCE is the final exam for FPC. Its purpose is to
Exam ensure that all students are clerkship-ready in basic
interviewing and physical exam skills. All students must
pass the OSCE in order to start the third-year clerkships.
Office of Medical Education OME Promotes academic excellence across the continuum of
medical education through faculty and curriculum
development, informatics and instructional support,
educational evaluation and research, and legal
consultation.
Parnassus Integrated Student PISCES A structured yearlong longitudinal integrated clerkship

Clinical Experiences in the third year in which a subset of students follows a
patient cohort through multispecialty clinics at
Parnassus.
60
Pathways to Discovery Pathways A program that facilitates motivated learners in

developing the knowledge, skills and experience to
contribute to health beyond the care of individual
patients. The Pathways program is available to all UCSF
learners, including students and trainees from all four
professional schools, graduate students, residents and
clinical fellows.
The five Pathways are: Clinical and Translational

Research; Global Health; Health and Society; Health
Professions Education; and Molecular Medicine.
Problem-Based Learning PBL A small-group problem-stimulated discussion format

that encourages student self-directed learning. PBL
sessions occur during the Essential Core blocks.
Program in Medical PRIME-US Five-year track for medical students interested in

Education for the Urban working with urban underserved populations. Addresses
Underserved the issues of physician shortages, health disparities and
health care access that affect millions of low-income
and minority patients living in urban areas.
Teaching and Learning TLC Opening in 2011, state-of-the-art educational technology

Center facilities located in the Parnassus library that include
student computing lab and classroom, general
assignment classrooms and clinical skills/clinical
simulation facilities. The TLC will offer telemedicine
learning and communication capabilities within UCSF
clinical sites and to selected public health clinics in San
Francisco.
Teaching TIP-TOP A voluntary peer mentorship program participated in by

Improvement/Teaching faculty of all levels, which consists of observation of
Observation Program teaching followed by a feedback session. Sponsored by
the Academy of Medical Educators.
VA Longitudinal Rotations VALOR A structured program in which a subset of third-year

medical students spends three consecutive clerkships
(Internal Medicine, Surgery and Neurology/Psychiatry)
based at the San Francisco Veterans Affairs Medical
Center.
61
UCSF Self-Study for LCME Appendix C
APPENDIX C: ORGANIZATIONAL CHART FOR THE UCSF SCHOOL OF

MEDICINE DEAN’S OFFICE
62
UCSF Self-Study for LCME Appendix D
APPENDIX D: ORGANIZATIONAL CHART FOR MEDICAL EDUCATION
63
Academic Year Planning Guide
School of MEDICINE
2009 - 2010 2009 2009 2 0 10 2 0 10 2 0 10

August September October November December January February March April May June July
Orientation (9/8 - 9/10/09)
IDS 101 IDS 102A IDS 102B IDS 103 IDS 104
Prologue (9/11 - 10/30/09) Organs (11/2 - 12/14/09) Winter Organs (1/4- 2/20/10) Metabolism & Nutrition Brain, Mind & Behavior Summer Vacation
Class of 2013 (2/22 - 4/16/10) (4/19 - 6/22/10)
Foundations of Patient Care IDS 131A/B/C
Vacation 6/23 - 8/29/10
Clinical Interlude (12/15 - 12/17/09) Transitional Clerkship (4/12 - 4/23/10) ***3rd Year Begins*** Intersession 1 (6/21 - 6/25/10)
IDS 132 C
IDS 105 IDS 107
Summer Vacation Infection, Immunity & Inflammation Methods, Mechanisms & Malignancies IDS 106 Winter
Life Cycle / Epilogue (1/4 - 3/8/10) USMLE Step 1 IDS 112
Class of 2012 (8/24 - 10/19/09) (10/26 - 12/14/09) Core Clerkship Block 1 (4/26 - 6/18/10) Block 2 (6/28 - 8/20/10)
6/25 - 8/23/09 Vacation Exam
***4th Year Begins***

Core Clerkship Winter Advanced Studies
Class of 2011 Block 3 (8/24 - 10/16/09) IDS 112 Block 4 (10/26- 12/18/09) Block 5 (1/4 - 2/26/10) Block 6 (3/1 - 4/23/10) IDS 112 Spring Block 2 Summer Block 1
Block 2 Vacation Spring Block 1
(6/29 - 8/21/09) (5/10 - 6/6/2010) (6/7 - 7/4/2010) (7/5 - 8/1/2010)
Intersession 2 (10/19 - 10/23/09) Intersession 3 (4/26 - 5/7/10)
Winter
Class of 2010 Summer Block 2 Fall Block 1 Fall Block 2 Fall Block 3 Fall Block 4 Vacation
Winter Block 1 Winter Block 2 Winter Block 3 Spring Block 1 Coda Course Graduation
May 14,
(8/3 - 8/30/09) (8/31- 9/27/09) (9/28 - 10/25/09) (10/26 - 11/22/09) (11/23 - 12/20/09) (1/4- 1/31/10) (2/1 - 2/28/10) (3/1- 3/28/10) (3/29 - 4/25/10) (4/26 - 5/13/10)
Created by the SOM Office of Curricular Affairs on September 8,
2009
for latest updates, please check the calendars
on the Med Student Portal at
http://medschool.ucsf.edu/curriculum/
calendars/
Academic Year Planning Guide

School of MEDICINE
2009 - 2010 2009 2009 2 0 10 2 0 10 2 0 10

September October November December January February March April May June July
Orientation (9/8 - 9/10/09)
IDS 101 IDS 102A IDS 102B IDS 103 IDS 104
Prologue (9/11 - 10/30/09) Organs (11/2 - 12/14/09) Winter Organs (1/4- 2/20/10) Metabolism & Nutrition Brain, Mind & Behavior Summer Vacation
Class of 2013 (2/22 - 4/16/10) (4/19 - 6/22/10)
Vacation 6/23 - 8/29/10
Clinical Interlude (12/15 - 12/17/09) Transitional Clerkship (4/12 - 4/23/10) ***3rd Year Begins*** Intersession 1 (6/21 - 6/25/10)
IDS 132 C
IDS 105 IDS 107
Summer Vacation Infection, Immunity & Inflammation Methods, Mechanisms & Malignancies IDS 106 Winter
Life Cycle / Epilogue (1/4 - 3/8/10) USMLE Step 1 IDS 112
Class of 2012 (8/24 - 10/19/09) (10/26 - 12/14/09) Core Clerkship Block 1 (4/26 - 6/18/10) Block 2 (6/28 - 8/20/10)
6/25 - 8/23/09 Vacation Exam
***4th Year Begins***

Core Clerkship Winter Advanced Studies
Class of 2011 Block 3 (8/24 - 10/16/09) IDS 112 Block 4 (10/26- 12/18/09) Block 5 (1/4 - 2/26/10) Block 6 (3/1 - 4/23/10) IDS 112 Spring Block 2 Summer Block 1
Block 2 Vacation Spring Block 1
(6/29 - 8/21/09) (5/10 - 6/6/2010) (6/7 - 7/4/2010) (7/5 - 8/1/2010)
Intersession 2 (10/19 - 10/23/09) Intersession 3 (4/26 - 5/7/10)
Winter
Class of 2010 Summer Block 2 Fall Block 1 Fall Block 2 Fall Block 3 Fall Block 4 Vacation
Winter Block 1 Winter Block 2 Winter Block 3 Spring Block 1 Coda Course Graduation
May 14,
(8/3 - 8/30/09) (8/31- 9/27/09) (9/28 - 10/25/09) (10/26 - 11/22/09) (11/23 - 12/20/09) (1/4- 1/31/10) (2/1- 2/28/10) (3/1- 3/28/10) (3/29 - 4/25/10) (4/26 - 5/13/10)
Created by the SOM Office of Curricular Affairs on October 7,
2009
for latest updates, please check the calendars
on the Med Student Portal at
http://medschool.ucsf.edu/curriculum/
calendars/

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UCSF SCHOOL OF MEDICINE

I. INSTITUTIONAL SETTING .............................................................................................................. 6

II. EDUCATIONAL PROGRAM FOR THE MD DEGREE ................................................................. 13

III. MEDICAL STUDENTS ................................................................................................................. 28

IV. FACULTY ...................................................................................................................................... 38

V. EDUCATIONAL RESOURCES ....................................................................................................... 42

SUMMARY ................................................................................................................................................ 50

UNIVERSITY OF CALIFORNIA, SAN FRANCISCO

Medical School/University/Clinical Affiliates. The School of Medicine Dean/Vice

Service­Learning. Service-learning is a key component of student learning experiences and is often

Understanding Objectives. The process of transitioning to a more competency-based curriculum

General Professional Education. The curriculum is designed to provide an excellent general

Balance of Inpatient and Ambulatory Teaching. The core MD curriculum is designed to

Timeliness of Performance Feedback. In the Essential Core, timeliness of performance

Assessment of Core Clinical Skills. A comprehensive longitudinal and integrated approach to

Achievement of Objectives. The UCSF institutional objectives are designed to ensure students’

Performance/Program Improvement. At the overview level, education leaders and

Medical Schools Overall BCPM MCAT MCAT MCAT MCAT MCAT

National Mean for Applicants 3.5 3.4 28 O 9 10 9

• School data from Medical School Admission Requirement Handbook

Graduate Students and Graduate Medical Education. Graduate programs are distributed

Visiting/Transfer Students. Many UCSF School of Medicine electives are available to visiting

Personal Counseling/Preventive Health Services. The Medical Student Well-Being

Student Mistreatment/Standards of Conduct. The school addresses allegations of student

Number, Qualifications and Functions. The School of Medicine has 1,932 full-time faculty

Improvement in Teaching Skills. The school has a robust faculty development program offered

Mentorship for Scholarship. Faculty members receive extensive support and mentorship related

Teaching/Faculty Promotions. There is strong support for the educational mission at UCSF as

Faculty Communication. In addition to the news office communications on the school’s website

MEDICAL SCHOOL REVENUE SOURCES ($ in Millions)

Source (2009-2010) % of Total Revenues

Resources for Clinical Teaching. Required clinical rotations for medical students occur in 16

Staff of Clinical Affiliates. Attending physicians at each of these medical centers (UCSF, SFGH,

Usability/Functional Convenience. The library is considered a strength of the institution and

Contributions to Education/Professional Development. Students are very proud of the

Areas for Improvement Actions Taken

4. Clerkship scheduling Implemented new lottery system improvements, updating waiting

5. Step 1 pass rate – Class of Collecting data and developing a plan

The rating form now includes a question about length or intensity

Each item on the student evaluation form and summary evaluation

Task force appointed jointly between CCOC and CCSC to

11. Anatomy laboratory and Renovation funded and in process.

APPENDIX A: LIST OF SELF-STUDY COMMITTEE MEMBERS

LCME TASK FORCE RETREAT MEMBERS

Sam Hawgood, MBBS, Chair Dean, School of Medicine

LCME Task Force

Sinae Vogel Medical Student

LCME SUBCOMMITTEE MEMBER LISTS

Nancy Milliken, MD, Chair Professor; Vice Dean

EDUCATIONAL PROGRAM FOR THE MD

Karen E. Hauer, MD Professor

Maxine A. Papadakis, MD, Chair Professor; Associate Dean, Student Affairs

Donna M. Ferriero, MD, Chair Professor; Vice Dean, Academic Affairs

Kevin H. Souza, MS, Chair Assistant Dean, Medical Education

APPENDIX B: GLOSSARY OF TERMS

Term Abbreviation Definition

Academy of Medical AME A schoolwide program that advances teaching of

Advanced Studies ASC A policy and operations committee that formulates

Block Courses The Essential Core is made up of nine sequential blocks,

Prologue An introduction to essential anatomy, biochemistry,

Major Organ Systems Organs An integrated approach to investigating the

Metabolism and Nutrition M&N An investigation of the gastrointestinal system,

Brain, Mind and Behavior BMB A comprehensive overview of general principles in

Malignancies the molecular mechanisms that underlie cancer

ServiceLearning. Service-learning is a key component of student learning experiences and is often

4th Year Begins

4th Year Begins