Student Handbook

GENERAL INFORMATION

  • The Spencer Fox Eccles School of Medicine at the University of Utah serves all people and communities of Utah and the Mountain West by intentionally working to improve individual and community health outcomes and quality of life. This is achieved through excellence in patient care, education, and research by:

    • Purposefully educating physicians, scientists, and health care professionals to ensure compassionate, patient-centered care for all.

    • Serving rural and underserved communities by addressing social determinants of health to decrease health disparities among all people.

    • Engaging in scholarly research to advance knowledge, innovation, well-being, and health for all people.

    • Fostering a culture of respect and community for students, trainees, staff, faculty, and community partners. 

    Updated: August 27, 2025

  • The Student Handbook is the official repository of medical student policies, procedures, and resources of the University of Utah Spencer Fox Eccles School of Medicine (SFESOM). All medical students must be familiar with its contents. Every effort will be made to provide students with accurate and up-to-date Handbook information continuously. Still, the School of Medicine reserves the right to change, without notice, policies, procedures, programs, and other matters as circumstances dictate. Relevant policies, procedures, and standards outlined in the Handbook will apply to all current students, regardless of their matriculation date.

EDUCATIONAL PROGRAM

  • Only matriculated medical students (and graduate students in approved programs that require medical school course/s) are permitted to enroll, attend, and participate in SFESOM course offerings. Students from other medical schools may participate only in the senior elective offerings through the AAMC Visiting Student Learning Opportunities (VSLO). 

  • The Dean’s Office, under the direction of the Dean of the Spencer Fox Eccles School of Medicine, oversees all issues relating to undergraduate medical education.

    Office of Admissions is responsible for the processing and review of all MD applications submitted to the SFESOM.

    The Office of Curriculum, under the direction of the Associate Dean of Curriculum, oversees the integrated medical education program that fully prepares students to take on their increasingly complex roles as future physicians and physician-scientists in training. This office plans and implements the educational schema of the medical school curriculum, including aspects of assessment and evaluation; collaborates with faculty, staff, and students on curricular issues; and supports the highest attainment of medical education, scholarship, and professionalism by the Spencer Fox Eccles School of Medicine’s educational mission. 

    The Office of Academic Culture and Community creates a welcoming and respectful environment in academic medicine for people from all backgrounds, actively recruit and fully foster the development of a workforce that reflects our communities.

    The Office of Student Affairs meets medical students’ individual needs as they relate to wellness, matriculation, academic progress, and graduation. Services offered are designed to assist students in achieving their educational goals and include student wellness activities, financial aid counseling and processing, registration and course scheduling, personal counseling, career exploration and mentoring, professional development, and residency application assistance.

  • SFESOM has a long history of excellence in its medical education program, manifested by its reputation, legislative support, and achievements of graduates. Nevertheless, in response to internal and external pressures, health disparities in Utah, and a readiness to adopt newer pedagogies, the medical school adopted a new mission statement in 2021, which led to a program aligned with that mission, to be known as the Mission-Driven, Medical Doctor Program, or MD Program for short. Students who enter medical school in 2023 and after will be in the MD Program. Students who entered medical school before 2023 will remain in the program in which they enrolled, to be known as the Legacy Program. Students in the Legacy Program will be invited to participate in some elements of the MD Program, based on their service orientation, career interest, and learning priorities. 

    Throughout this handbook, much of the content applies equally to students in both the Legacy and Mission-Driven Programs. When content is specific to a particular program, that program is identified and will only affect students in that program.

    SFESOM has determined that a broad-based, undifferentiated, and patient-oriented curriculum is critical for developing the knowledge and skills of future physicians. The school seeks to graduate students with the tools necessary to function in wide-ranging, diverse clinical settings and with the ability to render a broad spectrum of patient care. The four-year program constitutes an introduction to a continuously and rapidly changing discipline. The mastery of medical knowledge and technical skills requires a lifelong commitment to self-education. Our curriculum is designed to optimally prepare medical students for residency training. 

    Continue to the next drop-down for more specific curriculum organization. 

  • MEDICAL SCIENCES

    The knowledge upon which the practice of medicine is based includes: traditional basic science, organ system science, and clinical manifestations of disease. 

    Learning modalities include: lectures, laboratory experiences, team-based learning, clinical case discussions, and independent study targeted to meet learning objectives.

    MEDICAL ARTS

    The contextual practice of medicine is taught through such topics as: medicine and society, cultural competence, professionalism, ethics, communication skills, hidden bias, the doctor-patient relationship, physician development, medical economics, medical systems, and medical humanities.

    Learning modalities include: lecture, clinical case discussions, and clinical experiences targeted to meet learning objectives.

    CLINICAL MEDICINE

    The skills of practicing medicine includes: history taking, physical examination, critical thinking, self- study, use of medical informatics, teaching and advocating for health promotion, working in health care teams, epidemiologic investigation and reporting. 

    Learning modalities include: the use of standardized and simulated patients, electronic resource instruction, computer-aided simulation, and participation in increasingly complex patient encounters.

  • There are four sequential phases of the curriculum with an integrated emphasis on each of the three components of medical education. They are as follows: 

    PHASE 1 (CA. 4 MONTHS)

    Clinical Medicine: Students learn the basics of history taking, physical examination and other clinical skills.

    Medical Arts: Confidentiality, professionalism, accountability, ethics, doctor-patient relationship, HIPAA, medical informatics, medical record systems.

    Medical Sciences: Overview of body systems, limited components of anatomy, biochemistry, nutrition, histology, immunology, pathology, pharmacology, and physiology to establish a foundation for Phase 2 instruction.

    PHASE 2 (CA. 18 MONTHS)

    Clinical Medicine: Ambulatory primary care continuity experiences, students’ progress towards the ability to make differential diagnoses.

    Medical Arts: Learning modalities emphasize ethics, professionalism, medical informatics, medical economics, medical systems, etc.

    Medical Sciences: Courses emphasize the clinical application of the basic sciences.

    PHASE 3a (CA. 12 MONTHS)

    Students participate in inpatient and tertiary care learning activities that emphasize clinical medicine. Learning activities occur in the core clinical courses. Students rotate through family medicine, internal medicine, obstetrics and gynecology, pediatrics, psychiatry, neurology, and general surgery. 

    Medical Science and Medical Arts teaching are integrated into each Phase 3 clerkship

    PHASE 3b (CA. 12 MONTHS)

    Students develop advanced skills through their core sub-internship(s), a critical care rotation, an advanced internal medicine course, and elective coursework relevant to their career specialty interests.

    SFESOM offers career mentoring necessary to prepare fourth-year medical students for their internship.

    Find official academic calendars here. 

  • MD/PHD PROGRAM

    The MD/PhD program is designed to provide an outstanding education to prepare students for a career as physician-scientists in academic medicine at a medical school or research institute. The program is structured to provide rigorous scientific training and clinical educational experiences to develop students’ clinical acumen and investigative skills. At least three additional years of work beyond the standard four-year medical school curriculum are required to complete the MD/PhD program. Most medical students are accepted into the MD/PhD program before matriculation, but interested students are invited to apply to the program during their first or second year of medical school.

    MD/MPH AND MD/MSPH PROGRAMS

    The MD/MPH (Master of Public Health) and MD/MSPH (Master of Science in Public Health) degrees combine clinical training with the perspective and skills of public health and preventive medicine. The MD/MPH degree requires an additional year of study beyond the standard four-year medical school curriculum with 45 credit hours of coursework. The MD/MSPH is a research-based degree and requires an additional 55 credit hours of coursework and a formal research thesis. The MSPH requires an additional 1.5 years of study beyond the standard four-year medical school curriculum.

    MD/MS BIOINNOVATE TRACK

    BioInnovate is a fully-accredited Master of Bioengineering degree track that aims to provide a comprehensive biomedical device design and entrepreneurship training program through the use of a multidisciplinary, hands-on teaching approach in classroom, clinical, and laboratory settings. Students will be trained in clinical problem identification, medical device innovation, and commercial translation. This track builds on a collaborative relationship between the College of Engineering, the School of Medicine, and tech ventures to create a unique interface that moves new ideas towards development and commercialization. 

    MD/MBA PROGRAM

    The combined MD/MBA program is offered through a joint program with the School of Medicine and the David Eccles School of Business. One year beyond the standard four-year medical school curriculum is required to complete the MD/MBA program. The MBA requires 50 credit hours of coursework, which is concentrated in the fourth year with additional courses integrated into the fifth year. Further information can be obtained from Chris Conard at chris.conard@eccles.utah.edu

    PROMIS2U

    PROMIS2U stands for Pre-Matriculation Readiness for Ongoing Medical Student Success at the University of Utah. The mission of PROMIS2U is to prepare more physicians to enter primary care and serve in rural, tribal, and medically underserved areas in Utah. We recognize that physician shortages in primary care, in Utah and the Intermountain West, are even more acute in medically underserved, rural and remote areas, and tribal/indigenous communities. PROMIS2U aims to provide academic support to future physicians from rural, tribal, and medically underserved backgrounds, who research shows are more likely to practice in high-need communities, care for patients who identify as marginalized, and practice primary care.  

POLICIES AND PROCEDURES

  • The University of Utah Spencer Fox Eccles School of Medicine will provide an educational environment that facilitates and enforces behaviors and attitudes of mutual respect between medical school teachers (faculty, fellows, residents, and staff) and medical student learners.

    Medical students have a right to support and assistance from the Spencer Fox Eccles School of Medicine in maintaining a climate conducive to thinking, learning and serving. University teaching reflects consideration for the dignity of students and their rights as persons. Medical student mistreatment in the course of the teacher-learner environment will not be tolerated. Examples of behaviors or situations that are unacceptable include, but are not limited to:

    • discrimination based on race, color, national origin, religion, sex, sexual orientation, gender/ identity expression, protected veteran status, genetic information, age, or disability
    • sexual harassment, unwanted physical contact
    • verbal abuse, profanity, or demeaning comments
    • inappropriate or unprofessional criticism which belittles, embarrasses, or humiliates a student
    • unreasonable requests for a student to perform personal services
    • grading used to punish or reward a student for nonacademic activities rather than to evaluate performance
    • a pattern of intentional neglect or intentional lack of communication
    • requiring students to perform tasks beyond their level of competency without adequate supervision
    • student work hour expectations that exceed resident work hour guidelines

    Feedback is a necessary part of the educational process. When students fail to meet educational standards, appropriate constructive comments are necessary. An evaluation that is corrective is not, by definition, abusive. However, feedback should be given in such a way as to promote learning and avoid humiliation.

  • Medical students must recognize they are privileged members training to be a part of a noble profession where humanistic qualities foster the formation of honorable patient-physician relationships. Medical students at the University of Utah Spencer Fox Eccles School of Medicine are expected to develop and uphold the following core values of professionalism: 

    • Respect for Others
    • Integrity
    • Reliability
    • Drive for Excellence

    SFESOM students will be expected to:

    • Uphold the core values of professionalism to build patient and public trust.
    • Embody professional behaviors in all relationships and interactions with their peers, faculty, staff, patients, and patients’ families both within the classroom and during clinical rotations.

  • RESPECT FOR OTHERS: The humanistic values of medicine, such as altruism, compassion, and empathy, inform the capacity of physicians to treat others with respect that is free from discrimination. A physician’s duty, and therefore their free acceptance of a commitment to service, cannot exist without these traits. In all interactions, including team settings and during conflict resolution, students will treat peers, faculty, staff, patients, and patients’ families with consideration, compassion, dignity, and respect. Students will uphold this regardless of differences in identity, values, beliefs, and/or experiences.

    INTEGRITY: Integrity requires consistent adherence to the highest personal standards outlined by a student and the community of medicine. When amidst challenging circumstances, integrity must inform the decision-making, attitude, and behavior of a physician. In all interactions, including in team settings and during patient encounters, students will exhibit honesty and integrity while maintaining personal control amidst adverse circumstances.

    RELIABILITY: Taking excellent care of the health of patients and their families requires a foundation of trust that physicians are meeting their professional expectations. Reliability is reinforced by responsibility and accountability.

    DRIVE FOR EXCELLENCE: Upholding the tenets of professionalism in medicine requires physicians to humbly recognize their limits and to continually aspire for excellence. Therefore, students should demonstrate a lifelong commitment to learning and self-improvement.

  • SFESOM students understand it is a great privilege to study medicine. Throughout their training, they will assume extraordinary responsibility for the health and well-being of others. This undertaking requires that they uphold the highest standards of ethical and compassionate behavior. Accordingly, every student will adopt the following professional behaviors to guide them throughout their academic, clinical, and research work. Students will strive to uphold both the spirit and the letter of these professionalism commitments in their years at SFESOM and throughout their medical career.

    RESPECT FOR OTHERS:

    • Students will demonstrate sensitivity and responsiveness to diverse patient populations and not tolerate discrimination on the basis of color, race, ethnicity, national origin, age, religion, disability, veteran’s status, sex, sexual orientation, gender identity, gender expression, genetic information, socioeconomic status, or health status
    • Students will demonstrate an unselfish regard, compassion, and devotion to caring for the physical and emotional wellness of others and self
    • Students will uphold a classroom atmosphere conducive to learning. Students will interact with instructors and peers in a considerate and cooperative manner. Students will treat patients and their families with respect and dignity both in their presence and in discussions with other members of the health care team
    • Students will interact with patients in a way that ensures their privacy and respects their modesty
    • Students will interact with all members of the health care team in a considerate and cooperative manner. Students will judge their colleagues fairly and attempt to resolve conflicts in a manner that respects the dignity of every person involved

    INTEGRITY:

    • Students will uphold integrity in all academic and scholarly activities
    • Students will practice proper conflict of interest disclosure and uphold appropriate relationship boundaries
    • Students will recognize errors and impairments in peers and report these to appropriate entities
    • Students will maintain the highest standards of academic honesty
    • Students will neither give nor receive aid in examinations or assignments unless such cooperation is expressly permitted by the instructor
    • Students will truthfully represent themselves as a medical student at all times to patients and healthcare providers
    • Students will be truthful with patients and will report accurately all historical and physical findings, test results, and other information pertinent to the care of the patient
    • Students will conduct research in an unbiased manner, report results truthfully, and appropriately credit ideas developed and work done by others.
    • Students will regard patient privacy and autonomy as a central obligation of patient care
    • Students will limit discussions of patients to members of the health care team in settings removed from the public ear (e.g. not in elevators, hallways, cafeterias, etc.)
    • Students will not divulge patient information or breach patient confidentiality in any venue, including social media
    • Students will not use their professional position to engage in romantic or sexual relationships with patients or members of their patients’ families

    RELIABILITY: 

    • Students will hold themselves accountable for fulfilling responsibilities, expectations, and obligations as a learner and colleague while maintaining effective time management
    • Students will demonstrate the ability to communicate in a clear and forthright manner with peers, faculty, staff, patients, and their families
    • Students will conduct themselves professionally in their demeanor, use of language, and appearance, in the presence of patients, in the classroom, and in health care settings
    • Students will recognize their own limitations and seek help when their level of experience is inadequate to handle a situation on their own
    • Students will demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and/or regulations
    • Students will not use alcohol or drugs in any way that could interfere with their clinical responsibilities

    DRIVE FOR EXCELLENCE:

    • Students will demonstrate self-awareness of performance and subsequent areas of opportunity and a dedication to excellence by continual improvement of knowledge, skills, and attitudes
    • Students will willingly acknowledge weaknesses, errors, and awareness of one’s own perspectives/biases and integrate constructive feedback to improve
    • Students will effectively balance obligations to others with obligations to self and personal well- being as well as an understanding of when it is necessary to ask for help in either academics or other obligations
    • Students will set patient care as the highest priority in the clinical setting

  • The Office of Student Affairs will annually disseminate and review the medical student standards of conduct. The standards of conduct will be posted on the student affairs website, in the Spencer Fox Eccles School of Medicine Student Handbook, discussed in detail during transition to medical school, reviewed at annual class meetings, and again at the start of each course transition.

    The Office of Graduate Medical Education will include the medical student standards of conduct in all resident transition to medical school programs and sessions where instruction is provided to residents about their teaching responsibilities. The Medical Student Standards of Conduct will be distributed to all SFESOM faculty, University of Utah Hospital staff, and all affiliated clinical sites on an annual basis.

  • CONTINUED ENROLLMENT I
    As a condition of continued enrollment, students must notify the Associate Dean of Student Affairs of a guilty plea, a plea of no contest, or conviction of any charge other than a minor traffic violation that occurs between matriculation and graduation from medical school. A guilty plea, plea of no contest, or conviction of any charge other than a minor traffic violation that occurs between acceptance to medical school and the first day of orientation must be reported to the Associate Dean for Admissions.

    Notification of the appropriate person must be made no later than five (5) calendar days after any guilty plea, plea of no contest, or conviction of any charge other than a minor traffic violation. Within thirty (30) calendar days of notification of a guilty plea, plea of no contest, or conviction of any charge other than a minor traffic violation, the Spencer Fox Eccles School of Medicine will take appropriate action as described below.

    Enrolled students who enter a guilty plea, a plea of no contest, or a conviction of any charge other than a minor traffic violation must notify the Associate Dean of Student Affairs for informal resolution or for presentation to the Promotions Committee for academic misconduct. The Associate Dean and/ or Promotions Committee will conduct such investigation as it deems necessary and appropriate in accordance with the usual standards of due process. Students presented to the Promotions Committee for a matter in which they entered a guilty plea, plea of no contest, or conviction may be dismissed from medical school.

    Students applying or accepted into medical school but not yet enrolled in medical school who enter a guilty plea, a plea of no contest, or a conviction for any matter other than a minor traffic violation must notify the Associate Dean of Admissions for informal resolution or for presentation to the Admissions Committee. The Associate Dean of Admissions and/or Admissions Executive Committee will conduct such investigation as it deems necessary and appropriate in accordance with the usual standards of due process.

    Students who have been accepted but not yet enrolled in medical school presented to the Admissions Executive Committee for a matter in which they entered a guilty plea, plea of no contest, or conviction may have their offer of acceptance withdrawn. Medical school applicants presented to the Admissions Executive Committee for a matter in which they entered a guilty plea, plea of no contest or conviction may not be considered further in the application process.

    ACADEMIC MISCONDUCT AND/OR PROFESSIONAL OR ETHICAL VIOLATIONS
    In the Spencer Fox Eccles School of Medicine, academic dishonesty is considered both academic misconduct and a violation of professional and ethical standards. This means that a student may, for example, receive a failing grade in a course if the faculty member determines that they cheated. Students accused of academic misconduct and professional or ethical violations will be referred to the Office of Student Affairs. The Associate Dean of Student Affairs will refer the matter to the Promotions Committee for action, which may result in the student’s dismissal from medical school.

    https://regulations.utah.edu/academics/6-400.php

    BEHAVIORAL MISCONDUCT
    Allegations of student behavioral misconduct are referred to the Associate Dean of Student Affairs, who will determine if the behavioral misconduct violates the Medical Student Code of Ethics and therefore is more appropriately treated as academic misconduct. If it is determined that the offense should be treated under student behavior misconduct proceedings, the student shall be notified by the Associate Dean for Student Affairs. Student behavioral misconduct proceedings are outlined in the University of Utah Student Code Section III.

    STUDENT’S RIGHTS REGARDING MISCONDUCT ALLEGATIONS
    Students accused of academic misconduct, including violations of professional or ethical standards, or behavioral misconduct have the following rights:

    The right to access academic files as provided by the University of Utah Student Code 

    Students with complaints, inquiries, or requests to review official records should address them to the Office of Student Affairs. Access to the student’s official file in the Office of Student Affairs is subject to the following limitations:

    Reasonable and nondiscriminatory rules and regulations may be made as to time, place, and supervision

    Restrictions may be imposed with respect to materials furnished by others to which the student has waived rights of access (such as letters of reference and recommendations)

    The right to remain in scheduled courses until the decision of the appropriate person or committee, unless extraordinary circumstances exist. A student who exhibits behavior unsuitable for the practice of medicine or who poses a direct threat may be removed from courses before the decision by the appropriate person or committee. Following a sanction of dismissal, the student will not be allowed to continue in any curricular activities while appealing, including class activities course work and clinical courses and rotations

    The right to information regarding the decision of the appropriate person or committee

    The right to appeal academic sanctions as outlined in the applicable sections of the University of Utah Student Code. 

  • Any student who feels that they may have been subjected to abuse, illegal discrimination, harassment, or mistreatment of any kind has the right to seek a remedy through any one of multiple options. The University of Utah will ensure that this process shall be free of retaliation. The student has both informal and formal options available. Whenever possible, the student is encouraged, but not required, to seek a remedy at the most informal level that will adequately and appropriately address the student’s concerns.

    Student may report their concerns about mistreatment in the classroom, in clinical rotations, online through the “Advocate” system, or to any Dean’s Office administrator, course director, or the ombuds office. Further instructions on how to make a report of mistreatment may be found at here.

    Students may meet with the Associate Dean of Student Affairs or Senior Director of the Academic Success Program. The Associate Dean of Student Affairs and the Senior Director routinely review the process for reporting mistreatment in student debriefings, class meetings, and the Student Handbook. These individuals will coordinate the mistreatment report and investigation with the Office of Student Affairs who centrally monitors all reports of mistreatment.

    Students may meet with the individual involved in the complaint and come to an informal mutually agreed upon resolution of the problem. The student may wish to bring a representative of the hospital, Spencer Fox Eccles School of Medicine, Dean’s Office, or the University to aid in dispute resolution. These representatives may include chief residents, student program directors, department chairs, nurse managers, the Associate Administrator for Patient Care Services, Senior Director of Academic Success Program or, a Spencer Fox Eccles School of Medicine Dean.

    Unless required by law or University policy, there will not be a written record made concerning a matter that is resolved directly between the complainant and the alleged offender.

    Students may meet with a hospital representative such as a nurse manager or the Associate Administrator for Patient Care Services, or department representatives, such as chief residents, course directors, chairs, or Spencer Fox Eccles School of Medicine officials, such as the Associate Dean of Student Affairs, to informally discuss a complaint and to develop a plan for resolution of the problem

    Allegations of illegal discrimination or sexual harassment must be referred to the Office of Equal Opportunities and Affirmative Action (OEO/AA) at (801) 581-8365. In all other incidents, once the student or student advocate has coordinated with the Office of Student Affairs with a formal written claim of mistreatment, the Associate Dean of Student Affairs will conduct a timely investigation of the facts and will assist in any intervention deemed necessary for resolution of the problem. If so desired, the Associate Dean may form an ad hoc advisory board consisting of faculty, residents, and students who are not involved in the incident. The majority of complaints against faculty and residents can be dealt with on a departmental basis, with feedback to the faculty member or resident from the department chair or residency director. Most complaints against a staff member can be handled with feedback from the Dean’s Office to the individual from their supervisor.

    DISCIPLINARY ACTIONS OR ACADEMIC SANCTIONS WILL BE ASSESSED IN ACCORDANCE WITH THE FOLLOWING:
    Violations of the Standards of Conduct by a faculty member shall be the basis for disciplinary action in accordance with Code of Faculty Rights and Responsibilities and the Spencer Fox Eccles School of Medicine Professional Conduct Policy for Faculty Violations of the Standards of Conduct by a staff member shall be the basis for disciplinary action in accordance with University of Utah Human Resources and the University of Utah Hospitals and Clinics Professional Conduct Policy

    Violations of the Standards of Conduct by a resident shall be the basis for disciplinary action in accordance with the Graduate Medical Education policy and procedures

    Violations of the Standards of Conduct by a medical student shall be the basis for disciplinary action in accordance with the Spencer Fox Eccles School of Medicine Handbook (for medical students), the appropriate College policy (for U of U graduate students) and the University of Utah Code of Students Rights and Responsibilities

    Students should report alleged incidents of illegal discrimination or sexual harassment to the University’s Office of Equal Opportunities and Affirmative Action (OEO/AA) at (801) 581-8365, a representative from OEO/AA, will explain available grievance options to the student. The student is encouraged to discuss an alleged incident of illegal discrimination or sexual harassment with the appropriate course director, department chair, the Associate Dean of Student Affairs. These individuals are obligated to report any such incidents to the OEO/AA and will encourage the student to contact that office for assistance.

  • Role of Student Feedback
    Student feedback is one of many elements used to evaluate the quality of the educational program, Student feedback is gathered with instructor surveys, end-of-course surveys, end-of-phase surveys, and focus groups. 

    Expectation
    Students must complete all required phase level, course and instructor surveys by the due date to demonstrate reliability for the professionalism program objective.   Any student who does not complete a survey by the due date is referred to the Associate Dean of Student Affairs. Each student is randomly assigned to participate in one-two focus groups during medical school.  Focus group participation is encouraged, but not required. 

    All student responses to surveys and participation lists for focus groups is kept confidential to ensure students can provide honest feedback without fear of retribution. Feedback is only shared in aggregate. 

    For more information on how course directors and leadership use student feedback refer to the Education Quality Improvement website. 

  • The official medical student transcript is a pass/fail/incomplete record maintained by the University of Utah’s Registrar Office. An unofficial internal transcript is maintained by the Office of Student Affairs and is used to compose the Medical Student Performance Evaluation (MSPE). The internal Spencer Fox Eccles School of Medicine transcripts are submitted to the Electronic Residency Application Service (ERAS) when students apply for residency training positions. The internal transcript includes alternative grading schemes such as honors/high-pass/pass/fail/incomplete that may be used in some portions of the program. These alternative grading schemes are communicated in individual course syllabi or at the phase-level. 

    The Curriculum Committee has authority for determining the criteria for assigning grades in required courses. 

    Criteria for assigning grades reside with individual course directors. Each course syllabus includes grading criteria.

  • Final course grades are considered an academic action and are composed of scored, pass/fail, must complete, and/or must pass assessments (e.g. quizzes, assignments, etc.). These individual assessments are listed in each course syllabus. Arbitrary and capricious administration of individual assessments that contribute to the course grade can be addressed by appealing the relevant academic action (course grades, referral to Promotions Committee, academic warning, academic probation, etc.) once the academic action is posted. This appeal of the academic action is through the “Appeal of Academic Actions” appeal process which outlined in the corresponding section of this handbook below. 

     

    Assessments that do not contribute to the final grade (i.e. MSPE narrative paragraph) may be appealed by the process below:

     

    Students who feel they have been assessed arbitrarily or capriciously may appeal an assessment that does not contribute to the final course grade by contacting to the course director/s up to twenty (20) business days after the assessment results have been posted. The course director(s) will have three (3) business days to respond to the appeal. A student who wishes to challenge a course director’s decision and may appeal to the Associate Dean of Curriculum by submitting a one-page written appeal summary and scheduling an appointment to discuss the written appeal with the Associate Dean of Curriculum within three (3) business days of receiving the course director’s decision. The Associate Dean of Curriculum will render a final decision in the matter.

     

    Updated November 19, 2025

  • The MD Program is designed to create community amongst its members, deliver a curriculum designed to maximize learning and provide many opportunities for mentorship and professional identity formation.  Active and experiential learning strategies such as clinical care, Problem-Based Learning (PBL), Team-Based Learning (TBL), laboratory, simulation and small/large group discussions are methods used throughout the MD Program. Students will be asked to participate in the following activities during their time at the SFESOM:

    • House Gatherings
    • Intersessions
    • Core coursework: Clinical, Foundational and Health System Science, Humanities and Ethics and Advanced coursework
    • Electives
    • Assessments

    Physicians work in multidisciplinary teams to provide optimal patient care. Teams rely heavily on group communication and problem-solving, with each member contributing knowledge and skill obtained from self-directed learning. Teams and group discussions are more productive if each member of the team participates in both the preparatory self-directed learning and the scheduled learning experience. Therefore, attendance at all MD Program activities is a professional expectation; students are expected to arrive to sessions and clinical experiences adequately prepared as defined by the session and/or clinic schedule. As adult learners and future physicians, students need to consider personal needs and professional responsibilities thoughtfully and constantly weigh and take ownership of the impact of each for a given situation. Students who attend sessions and clinics will experience positive impacts on:

    • the student’s learning
    • gaining assessment points for a course
    • their reputation as a participating member of the educational or clinical team. 

    Alternatively, students who miss sessions or clinics regularly without communicating with their team may experience negative impacts on the above areas. 

    Students who demonstrate patterns of absence or lateness may receive feedback about the behavior in order to facilitate discussion for possible areas of difficulty and growth. The educational team, including the educational team (Course/Clerkship Directors, Wellness, Academic Success, and faculty and staff, etc.) are available for consultation and support as students develop this necessary professional skill.

    Participation in the integrated learning experiences of the MD Program is considered a professional expectation. If students must miss a session, they are expected to let team members (including the course director, course/clinical coordinator, facilitator, clinical care team and/or preceptor as appropriate) know in advance as a professional courtesy as well as a responsibility to decrease impact on team learning and patient care. Students are also responsible for the learning objectives and/or any assignments associated with the session and may be required to make up missed work.  Missed sessions will frequently not have an equivalent alternative thus limiting absences is essential to most effective learning.  In the event of unforeseen weather challenges that may affect clinical sites, students, as vital members of the healthcare team, should remain in communication with clinical supervisors.  A summary of the expectations for activities in the MD Program are provided in table 1. Additional details regarding attendance and make up activities can be found in activity-specific documents.

  • Students are strongly counseled against outside employment during medical school. Students on probation are forbidden from participating in outside employment.

  • INTRODUCTION AND BACKGROUND

    The University of Utah Spencer Fox Eccles School of Medicine Curriculum Committee has established the vision, goals, and educational objectives that require medical student graduates of the University of Utah Spencer Fox Eccles School of Medicine to have demonstrated knowledge and proficiency in effectively using the medical record to manage patient care and participate as contributing members of the health care team. This should include facility in documenting clinical encounters, order entry and retrieval, and managing clinical data and information.

    These educational objectives are consistent with the AAMC Core Entrustable Professional Activities of Entering Residents (2013), the AAMC Medical School Objectives Project (1998), and the AAMC Project on the Clinical Education of Medical Students (2004, 2005, and 2008).   

    GENERAL STANDARDS FOR ALL CLINICAL PLACEMENT SITES

    Medical students should receive training on how to effectively use the medical record and should receive feedback from their supervisors on their documentation, order entry, and information management.

    Medical students should document their clinical encounters in the medical record, enter patient orders, and retrieve clinical information.

    Medical student documentation should be identifiable as such but should not be hidden or removed from the medical record.

    Clinical faculty who supervise medical students should receive training on how and where students may document their clinical encounters, how student documentation may be used or referenced in the clinical care of patients, and how to provide feedback to students on their documentation.

    Attending physicians should submit documentation for billing that accurately reflects their own services performed or those services that can be appropriately referenced according to CMS guidelines. Attending physicians should receive training on the strengths and limitations of the various methods for creating billable documentation (e.g. dictation, transcription, scribes, referencing of resident documentation, copy and edit functions, templates, preprinted forms, questionnaires, medical record macros or check lists)

    All students and providers will use their own individual logon names and passwords for clinical documentation and order entry.

    GENERAL STANDARDS FOR ALL CLINICAL PLACEMENT SITES

    Medical Students:

    Medical students will receive graduated training for the Epic system prior to significant clinical experiences.

    Except where explicitly directed otherwise for specific educational objectives, medical students will enter their documentation and orders using the Epic templates and care sets specific to the care environments and encounter types of the patients to whom they have been assigned.

    Medical students will document their clinical encounters in the Student Note area of the Epic system.

    Medical students will enter orders for the patients to whom they are assigned; these orders will receive a Pending status in the Epic system until they are reviewed, edited, and initiated by their supervising residents or faculty.

    Medical students will direct supervising residents and faculty to their Student Notes and Pending Orders in the Epic system so that these residents and faculty can provide feedback on their documentation, order entry, and information management.

    Students will make appropriate corrections and amendments to their documentation and orders based on this feedback.

    Resident and Attending Physicians:

    Supervising residents and attending physicians will receive training on accessing Student Notes and Pending Orders in the Epic system.

    Supervising residents and attending physicians will review student notes in the Epic system; they

    will provide feedback on required changes and may make edits, addenda, and attestations directly to the documentation. Resident and attending physicians remain responsible for ensuring that the documentation accurately reflects the services they personally performed or those services that can be appropriately referenced.

    Supervising residents or attending physicians will review, edit, provide student feedback, and as appropriate, initiate Pending medical student entered orders in the Epic system.

    Clerkship and Clinical Elective Directors:

    During each Clerkship and Clinical Elective Orientation, Clerkship and Elective Directors will review the Standard Practice for Medical Student Clinical Documentation.

    Clerkship and Clinical Elective Directors will periodically review the Standard Practice for Medical Student Clinical Documentation with their Supervising Residents and Attending Physicians

  • The University of Utah Spencer Fox Eccles School of Medicine is committed to ensuring that its medical students have optimal opportunities for learning in the clinical curriculum balanced by the need for student physicians to be appropriately rested and fit to participate safely in-patient care activities. To this end, the clinical duty hours expectations of Phase 3a and 3b medical students are aligned with the 2017 ACGME Common Program Requirements section VI.F. Clinical Experience and Education for residents. 

    CLINICAL AND EDUCATIONAL WORK HOURS FOR STUDENTS

    Clinical and Educational Work refers to in-house clinical and educational activities and specifically excludes independent study time necessary for success in the curriculum.

    Clinical and Educational Work hours are limited to 80 hours per week averaged over a 4-week period.

    Students must be scheduled one day free of clinical and educational work every week averaged over a 4-week period.

    Maximum continuous clinical and educational work periods should not exceed 24 hours plus a maximum of 4-hours for care transition.

    Students must have at least 14 hours free of clinical and educational work after 24 hours of in-house call. The minimum interval between scheduled clinical work and educational periods should be 8 hours.

    The minimum interval between in-house 24-hour call periods is every third night averaged over a 4-week period.

  • University of Utah official class cancellations apply only to Phase 1 and 2 Spencer Fox Eccles School of Medicine activities. Phase 3 and 4 students who have clinical responsibilities are expected to remain on service unless excused by supervisory ward or clinic personnel, or the appropriate course director. When it is necessary to cancel classes at the University of Utah, official notice will be given by the President’s Office through the KUED TV (Channel 7) and KUER (FM90) and the campus alert system.

  • The mission of the University of Utah Spencer Fox Eccles School of Medicine is to educate students for the practice of medicine. This mission carries with it the responsibility of assuring the public that each graduate has satisfied the requirements for the degree of Doctor of Medicine. Since graduates are required to complete programs in graduate medical education (residency training) before entering medical practice, the M.D. degree certifies that the graduated student is suitably prepared for such advanced training.

    In determining that the requirements for annual promotion and eventual graduation have been met, a student’s overall performance is considered and evaluated. Phase 1 and 2 of the program employ a pass/ fail/incomplete grading system. Phase 3 employs both pass/fail/incomplete and honors/high-pass/pass/fail/incomplete grading systems.

    To receive the Doctor of Medicine degree from the University of Utah Spencer Fox Eccles School of Medicine, each student is required to:

    Complete a four-year medical education curriculum in a medical school accredited by the Liaison Committee for Medical Education (LCME). Most students complete their curriculum requirements in four years. But rarely, a student may repeat a year, participate in a special program that allows more time to complete the required courses, be granted a temporary leave of absence, or participate in a dual degree program

    Be enrolled in the University of Utah Spencer Fox Eccles School of Medicine for Phase 3 and Phase 4 of the curriculum

    Successfully pass all required courses. Required courses are determined by the Curriculum Committee and are designated on the annual course catalog.

    Meet the performance standards established for phase-to-phase advancement and graduation. Phase-to-phase advancement and graduation standards are determined by the Curriculum Committee and published at the start of each phase. 

    Pass the National Board of Medical Examiners (NBME) United States Medical Licensing Examinations (USMLE) Step 1 and Step 2 Clinical Knowledge exams. (see University of Utah USMLE registration and exam requirements)

    EPAC (Education in Pediatrics Across the Continuum) students are held to the same promotion and graduation requirements as traditional students with the exception of the Transition to Internship (TTI) course. The TTI course is not offered to EPAC students due to their participation in comparable activities related to the program.

    Complete, to the satisfaction of the faculty, all prescribed academic requirements.

    Meet all obligations to the Spencer Fox Eccles School of Medicine and University of Utah including tuition, overdue library books, past dues, fines, etc. Students who have a main campus hold for more than 30 days will not be registered for, nor may they participate in their curriculum, until the hold has been addressed and resolved. If already registered and enrolled, students will be pulled from their curriculum until the hold has been addressed and resolved.

    Complete the required Financial Aid exit interview prior to graduation. 

  • USMLE STEP 1 EXAMINATION

    Effective for matriculates in or after Fall 2023 and any matriculates prior to Fall 2023 who took a leave of absence before completing Step 1.

    All students must pass the USMLE Step 1 exam as a graduation requirement for the Medical Degree Program and are allowed four attempts. 

    Students who do not pass USMLE Step 1 on the first attempt are placed on academic warning. 

    Students who do not pass USMLE Step 1 on the second attempt are placed on academic probation, immediately removed from their current courses/electives, and referred to the Medical Student Promotions Committee.   

    Students who do not pass USMLE Step 1 on the third attempt remain on Academic Probation and are referred to the Medical Student Promotions Committee.   

    Students who do not pass USMLE Step 1 on the fourth attempt are automatically dismissed from the School of Medicine.  The USMLE's current policy on attempt limits per Step is four.

    Timing of First Attempt 

    1. Students are required to pass phase 1 courses, complete phase 2 courses, and complete all phase 1 and phase 2 requirements before their USMLE Step 1 test date so the earliest test date is August 1st of MD program year three.
    2. Students are required to take USMLE Step 1 no later than July 1st of MD program year four. 

    Timing of Subsequent Attempts 

    Students must meet with the progress team, academic success, and Associate Dean of Students within 20 days of receiving a Step failure to establish a study plan and timeline for the subsequent test date.  

    Deferral for USMLE Step 1 First Attempt 

    For students with extenuating circumstances (e.g., serious personal health issue, death in the family, birth of one’s own child), the USMLE Step 1 first attempt deadline may be extended at the discretion of the Associate Dean for Student Affairs in consultation with relevant student support system, directors of academic success and the Associate Dean for Curriculum.

    USMLE STEP 2 CK EXAMINATION

    Effective for matriculates in or after Fall 2023 and any matriculates prior to Fall 2023 who took a leave of absence before completing Step 2 CK.

    All students must pass the USMLE Step 2 CK exam as a graduation requirement for the Medical Degree Program and are allowed four attempts. 

    Students who do not pass USMLE Step 2 CK on the first attempt are placed on academic warning. 

    Students who do not pass USMLE Step 2 CK on the second attempt are placed on academic probation, immediately removed from their current courses/electives, and referred to the Medical Student Promotions Committee.   

    Students who do not pass USMLE Step 2 CK on the third attempt remain on Academic Probation and are referred to the Medical Student Promotions Committee.   

    Students who do not pass USMLE Step 2 CK on the fourth attempt are automatically dismissed from the School of Medicine.  The USMLE's current policy on attempt limits per Step is four.

    Timing of First Attempt 

    1. Students are required to pass phase 1 courses, complete phase 2 courses, and complete all phase 1 and phase 2 requirements before their USMLE Step 2 CK test date so the earliest test date is August 1st of MD program year three.
    2. Students are required to take USMLE Step 2 CK no later than July 1st of MD program year four. 

    Timing of Subsequent Attempts 

    Students must meet with the progress team, academic success, and Associate Dean of Students within 20 days of receiving a Step failure to establish a study plan and timeline for the subsequent test date.  

    Deferral for USMLE Step 2 CK First Attempt 

    For students with extenuating circumstances (e.g., serious personal health issue, death in the family, birth of one’s own child), the USMLE Step 2 CK first attempt deadline may be extended at the discretion of the Associate Dean for Student Affairs in consultation with relevant student support system, directors of academic success and the Associate Dean for Curriculum.

  • Academic credit for educational experiences offered by the Spencer Fox Eccles School of Medicine are granted only to students currently enrolled in the Spencer Fox Eccles School of Medicine. Students taking Spencer Fox Eccles School of Medicine electives while enrolled as graduate students in other programs cannot use these credits to fulfill Spencer Fox Eccles School of Medicine graduation requirements.

  • Postponement of a Phase 3a coursework requirement beyond the Phase 3a academic calendar may be used for a student to participate in important non-curricular activities. However, postponement of Phase 3a requirements has significant consequences for the student’s ability to complete Phase 3b coursework, especially during the time period prior to the MSPE release. Postponement of Phase 3a coursework to avoid a failure of Step 1 is done at the permission and discretion of the Senior Director of Academic Success Program (Dr. Steven Baumann) and will result in language describing such a postponement in the MSPE.

    Postponement of a Phase 3a coursework requirement other than Step 1 failure mitigation will be considered only if the following conditions are met:

    The student submits to the Associate Dean for Student Affairs a written explanation about the need to postpone a Phase 3 clerkship or elective requirement

    The completed request for postponement is made at least 6 weeks prior to the start of the scheduled coursework

    Removal from the scheduled course does not violate the course’s minimum required census and rescheduling of the clerkship or elective does not violate the course’s maximum census of students

    A postponed clerkship must be completed prior to sitting for either USMLE Step 2 CS or CK exams and prior to enrolling/starting any other 4th year courses (including sub- internships or electives)

    Decision regarding postponement of a required clerkship will be made by the Associate Dean for Student Affairs, the Assistant Dean for Clinical Curriculum, Senior Director of Academic Success and Competency Committee. Decisions regarding postponement of an elective requirement will be made by the Associate Dean for Student Affairs. Decisions will be communicated to affected parties.

  • A Leave of Absence (LOA) is a period of non-enrollment when a student is not required to pay medical school tuition and fees and is not considered to be working toward the MD degree.

    Students must complete the Leave of Absence Request form and meet with the Associate Dean for Student Affairs to request a LOA.

    The decision to grant a LOA is at the discretion of the Associate Dean for Student Affairs. Students who are approved to take a LOA to pursue graduate work must complete all medical school requirements prior to initiation of the LOA. This includes passing relevant USMLE licensing examinations before the LOA starts (Step 1, Step 2 CK), successful completion of the end of third year clinical skills examination, and remediation of all outstanding coursework or components of courses.

    The duration of a LOA may vary, but may not exceed one year at a time; students not returning to full- time status at the end of their LOA must reapply and be approved for another LOA before the first LOA ends.

    POSSIBLE REASONS FOR REQUESTING A LOA MAY INCLUDE:
    Participation in a joint degree program (MD/MPH, MD/MSPH, MD/PhD, MD/MS, MD/ MBA, BioInnovate Track)

    Special Studies/Non-Research

    Academic Remediation

    Financial

    Health

    Personal

    PRIOR TO A LOA BEING GRANTED, THE STUDENT MUST:
    Meet with Director of Student Affairs to pick up LOA form and go through process

    Meet with Associate Dean of Student Affairs to discuss LOA in relation to education plan

    Meet with the University of Utah Spencer Fox Eccles School of Medicine Financial Aid Officer. Obtain signature in field below from Financial Aid & Scholarships on Main Campus (see contact info). Meet with Financial Aid Counselor and fill out Leave of Absence Addendum from Financial Aid & Scholarships on Main Campus

    If not enrolled at the University of Utah, online exit counseling will need to be completed

    Complete any applicable NBME Step examination(s) by August 15th of the current year

    Maintain continuous personal health insurance coverage and provide proof of coverage to the Office of Student Affairs when requested each February and September

    Maintain continuous enrollment in group disability insurance through the Spencer Fox Eccles School of Medicine. Students granted a leave of absence will be charged a premium of $31.50 per semester by the University of Utah Income Accounting Office during the time they are granted a leave of absence. Payment is due by the standard University tuition deadline

    Coordinate with Associate Dean of Student Affairs Office the following equipment: Badge, Pager, iPad and Charger, and Locker Access

    Students who do not enroll in the semester following the expiration of their approved leave of absence may be referred to the Promotions Committee and be required to apply for readmission to the Spencer Fox Eccles School of Medicine.

    LEAVE OF ABSENCE FOR DUAL DEGREE PROGRAMS
    Students participating in dual degree programs may only accrue credit toward the M.D. degree while enrolled as a medical student and paying Spencer Fox Eccles School of Medicine tuition. Credit earned for coursework done in a graduate program may not be used toward required credits for the M.D. degree.

    ADDITIONAL INFORMATION ON LEAVE OF ABSENCE
    In some cases, a formal Leave of Absence will not be necessary. For example, a full year absence is not needed. At the discretion of the Associate Dean of Students, an internal leave could be recommended. This will include specific expectations that will be outlined in the form of a letter. An internal leave of Absence form will also need to be completed.

  • The University of Utah Spencer Fox Eccles School of Medicine is committed to supporting students who have children during medical school.

    Medical complications for a pregnancy related condition and an attendant requested accommodation(s) require a physician’s note and are covered separately by the Excused Absence Policy in conjunction with Title IX and the Americans with Disabilities Act/Section 504 of the Rehabilitation Act of 1973 (ADA/Section 504)

    LEAVE OF ABSENCE FOR FORMAL PARENTAL LEAVE
    Students may request a formal Leave of Absence for a variety of reasons including parental leave.

    A Leave of Absence is a period of non-enrollment when a student is not required to pay medical school tuition and fees and is not considered to be working toward the MD degree. The duration may vary but may not exceed one year at a time. A Leave of Absence is granted at the discretion of the Associate Dean of Student Affairs.

    ADDITIONAL MECHANISMS FOR FORMAL AND INFORMAL PARENTAL LEAVE
    The structure of the Spencer Fox Eccles School of Medicine curriculum varies across the four-year program.

    Consequently, the approach to accommodating additional parental leave above and beyond the use of an excused absence and the parental Leave of Absence will differ depending on the Phase of the curriculum in which students are rotating when a birth or adoption occurs.

    PHASES 1 AND 2
    Phase 1 and Phase 2 of the Spencer Fox Eccles School of Medicine curriculum are constructed in an integrated longitudinal fashion with each course building upon the prior courses. It is not possible for students to miss fundamental portions of a course and be prepared for subsequent curricular activities. Because of the integrated and progressively iterative nature of the curriculum, extended parental leave during Phases 1 and 2 primarily should be limited to the use of a leave of absence as described above.

    Attendance in the curriculum is a professional expectation but is not mandatory. Students needing additional time away from the curriculum but are not on a formal leave of absence need to be able to balance their new parental time with the professional expectations for attendance.

    PHASE 3a
    Phase 3a offers more flexibility in scheduling informal parental leave. In addition to the excused absence and LOA options above for formal parental leave, students may utilize the winter and summer breaks that already exist in the current Phase 3a schedule to create informal parental leave time. Students may also petition the Associate Dean of Student Affairs to postpone a Phase 3a rotation into their 4th year. 

    PHASE 3b
    Phase 3b offers the greatest amount of flexibility in scheduling informal parental leave due to the large number of calendar weeks that are normally preserved for residency interviews. In addition to the excused absence and Leave of Absence options above, students may utilize this flexible scheduling of the fourth year at their discretion. Students must meet with their Phase 3b Track Director and the Associate Dean of Student Affairs to ensure that they will remain successful in the Match.

    Students will be responsible for meeting all graduation requirements of their Phase 3b Track.

    PARENTAL LEAVE WHILE ENROLLED IN ANOTHER DEGREE PROGRAM
    Students who are enrolled in another degree program at the time of childbirth (e.g. MBA, MSPH,

    MPH, PhD, BioInnovate or other) should follow the policies of the school/program in which they are enrolled.

  • The Spencer Fox Eccles School of Medicine complies with Title IX of the Education Amendments Act of 1972 (“Title IX”) and does not discriminate against students on the basis of sex, which includes pregnancy or pregnancy- related conditions and parental status. Pregnant students may continue to participate in class and all extracurricular activities throughout pregnancy or a pregnancy- related condition. The Spencer Fox Eccles School of Medicine will provide pregnant students, upon request, reasonable accommodations such as a larger desk, elevator access, or reasonable time away from class for restroom trips without requiring written confirmation from a medical provider.

    PREGNANCY AND CHILDBIRTH EXCUSED ABSENCES AND MEDICAL LEAVE WITH PHYSICIAN’S NOTE
    The Spencer Fox Eccles School of Medicine will accommodate excused absences for a medical illness due to pregnancy, childbirth, or pregnancy-related conditions as specified in the physician’s note detailing the duration of time needed for accommodations.

    Students who have a medically excused absence due to pregnancy, childbirth, or pregnancy- related conditions will be provided the same or equivalent resources provided to students with other temporary medical conditions. Resources include but are not limited to tutoring and independent study activities, if appropriate to the unit, course, or clerkship.

    Reasonable accommodations for a pregnancy, childbirth, or pregnancy-related conditions and any related medical illness, as with any other medical illness, may include a leave of absence if it is determined that the fundamental nature of the course, clerkship, or unit cannot be maintained due to the limitations set forth by the physician’s note.

    The Spencer Fox Eccles School of Medicine will allow a student who has been on a medical leave of absence due to pregnancy, childbirth, or pregnancy-related condition to return to the same academic status before the medical leave of absence began.

    The Spencer Fox Eccles School of Medicine will provide the appropriate training to its faculty regarding the requirements of Title IX (as well as other University non-discrimination and accommodation policies).

    PROTECTION FROM HARASSMENT AND DISCRIMINATION
    The University of Utah has adopted policies that prohibit discrimination or harassment against an individual on the basis of race, color of skin, national origin, religion, age, status as a person with a disability, sexual orientation, gender identity/expression, status as a veteran, genetic information, and sex. Sex discrimination includes sexual harassment and harassment because of pregnancy or related conditions (if the harassment is sufficiently serious that it has the purpose or effect of unreasonably interfering with an individual’s employment or academic performance or environment.)

    University of Utah policy and state and federal law prohibit retaliation against an individual for opposing a discriminatory practice, for participating in a discrimination complaint process, or for requesting an accommodation or academic adjustment for a disability.

    To inquire about University non-discrimination policies or the grievance procedures to file complaints of discrimination, please contact:

    Title IX Coordinator, University of Utah Sherrie Hayashi Director, Office of Equal Opportunity and Affirmative Action

    201 South Presidents Cr., Room 135

    Salt Lake City, UT 84112

    (801)581-8365 (V/TDD)

    Email: oeo@umail.utah.edu

    FOR FURTHER INFORMATION, STUDENTS MAY REFERENCE

    Interim Policy 1-012: University Non-discrimination Policy

    Policy 1-020: Required Professional Boundaries in Relationships

    Policy 5-106: Equal Opportunity and Nondiscrimination Employment

    Policy 5-117: ADA Policy, Reasonable Accommodation and Access

  • The use of social media can be an engaging and interactive platform to communicate, but be aware that unwise or inappropriate use of social media can negatively impact educational and career opportunities. To avoid these negative impacts, students should consider the following:

    Only post content that reflects positively on you, the Spencer Fox Eccles School of Medicine, and its programs. Be aware of the content you host (ex: comments from others, posts you are tagged in, and the accounts you follow)

    Though you may only intend a small group to see what you post, a much larger group may actually see your post. Be aware that your statements may be offensive to others, including classmates or faculty members who may read what you post. 

    Maintain professional and ethical presence. Employers and others may use social media to evaluate applicants. Choosing to post distasteful or offensive content may hurt your career.

    Know your privacy settings and how to set them to what you feel comfortable with. 

    The internet is forever. Even with strict privacy settings, posts and comments cannot be erased once you have posted them. Think before you post. 

    If you post content concerning the University or the Spencer Fox Eccles School of Medicine, clarify that you do not represent the University or the Spencer Fox Eccles Spencer Fox Eccles School of Medicine and that the content you are posting does not represent its views. 

    Do not disclose confidential information. Violations may result in action against you

    You may be subject to action by the University for posting or promoting content that substantially disrupts or materially interferes with University activities, or that might lead University authorities to reasonably foresee substantial disruption or material interference with University activities. Action may be taken based on behavioral misconduct, academic performance, academic misconduct, or professional misconduct, and may range from a reprimand or failing grade to dismissal from a program of the University

    Be cognizant of patient privacy and confidentiality standards. They must be maintained in all environments, including online. Do not post identifiable patient information online

    Maintain appropriate boundaries of the patient-physician relationships online. Follow professional and ethical guidelines just as you would in any other context. To maintain appropriate professional boundaries medical students should separate personal and professional content online

    Report unprofessional/inappropriate content posted by colleagues to the Associate Dean of Student Affairs. You may first approach the colleague who posted the inappropriate content to take it down. If the behavior continues, report it. 

    Medical students must recognize that actions online and content posted may negatively affect their reputations among patients and colleagues, have consequences for their medical careers, and can undermine public trust in the medical profession.

    Students will have an opportunity to authorize, or not authorize, a photo release consent form in their Canvas course during Skills, Communication, and Professional Exploration (SCoPE) for the University to capture and use photographs, video recordings, voice recordings, and/or other images or recordings (“Recordings”), and to publish or broadcast the same through any media.

  • BACKGROUND
    Consistent with the recommendations of the 1979 AAMC Special Advisory Panel Report on Technical Standards for Medical School Admission, the University of Utah Spencer Fox Eccles School of Medicine condemns the denial without cause of medical school admission to individuals with disability. The SFESOM does agree that there are certain minimum technical standards for physicians which must be examined and enforced in the admissions, advancement, and graduation processes. These standards represent the consensus view of the SFESOM's broadly representative Curriculum Committee of the technical standards consistent with its education, research and service missions.

    TECHNICAL STANDARDS
    Because the M.D. degree signifies that the holder is a physician prepared for entry into the practice of medicine within postgraduate training programs, it follows that graduates must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care.

    Candidates for the M.D. degree must have sufficient somatic sensation, vision, hearing, exteroceptive sense (touch, pain and temperature), proprioceptive sense (position, pressure, movement, stereognosis and vibratory) and motor function, or the functional equivalent, to permit them to carry out the activities described in the sections that follow. They must be able to consistently, quickly, and accurately integrate all information received by whatever sense(s) employed, and they must have the intellectual ability to learn, integrate, analyze and synthesize data.

    A candidate for the M.D. degree must have abilities and skills of five varieties including observation, communication, motor, conceptual, integrative and quantitative, and behavioral and social. Technological compensation can be made for some impairment in certain of these areas but a candidate should be able to perform in a reasonably independent manner.

    Observation: The candidate must be able to acquire information from demonstrations and experiments in the basic sciences, including but not limited to physiologic and pharmacologic demonstrations in animals, microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic states. A candidate must be able to assess and comprehend the condition of all patients assigned to them for examination, diagnosis, and treatment. Observation necessitates use of the visual, auditory, somatic, and olfactory senses, or the functional equivalent.

    Communication: A candidate should be able to speak, to hear and to observe patients in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications. A candidate should be able to communicate effectively and sensitively with patients. Communication includes not only speech but reading and writing. The candidate should be able to communicate effectively and efficiently in oral and written form, with or without accommodation, with all members of the health care team.

    Motor: Candidates should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A candidate should be able to conduct basic laboratory tests and perform diagnostic procedures and tests and interpret their results. A candidate should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of physicians are cardiopulmonary resuscitation, the administration of intravenous medication, the application of pressure to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance of simple obstetrical maneuvers. Such actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the senses of touch and vision, or the functional equivalent.

    Intellectual-Conceptual, Integrative and Quantitative Abilities: These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three dimensional relationships and to understand the spatial relationships of structures

    Behavioral and Social Attributes: A candidate must possess the emotional health required for full utilization of his intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive and effective relationships with patients. Candidates should be able to tolerate physically taxing workloads and to function effectively under stress. They should be able to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal skills, interest and motivation are all personal qualities that should be assessed during the admissions and education processes.

    CURRICULUM REQUIREMENTS
    In addition to the abilities specified below, candidates must be able to successfully complete, with or without reasonable accommodation, all required components of the curriculum. Candidates are expected to attend and participate in all learning experiences in classroom, hospital, clinic, and community settings.

    ASSESSMENTS
    In order to make judgments about MD degree candidate achievements of its program objectives, SFESOM employs an assessment program which is an essential component of the medical school program. As a condition for continued progress through and graduation from program, all degree candidates must meet minimum assessment program performance standards. If required by the ADA, reasonable accommodation will be made in the administration of these assessments.

    CLINICAL EXPERIENCES
    Demonstration of clinical competence is of fundamental importance to the career and curriculum progression of the candidates. Therefore, precipitation in clinical experiences and the evaluation of that participation is required. If required by the ADA, reasonable accommodation will be made.

    DISABILITY, INCLUSION, AND ACCOMMODATIONS
    The University of Utah is fully committed to policies of equal opportunity and nondiscrimination. University policy prohibits any form of discrimination, harassment, or prejudicial treatment on the basis of age, race, sex, sexual orientation, gender identity/expression, color, national origin, religion, status as a person with a disability, or status as a veteran.

    DEFINITIONS AND PROCEDURES
    The following are the procedures of SFESOM for a candidate or student to identify a disability and seek a reasonable accommodation. In compliance with the ADA, information about an individual’s disability and request for accommodation will be kept confidential and shared only as necessary to process the accommodation request. Retaliation against an individual for requesting a reasonable accommodation for a disability or for engaging in the accommodation process is strictly prohibited. The Spencer Fox Eccles School of Medicine can only accommodate students that have followed the outlined procedures to qualify for accommodations.

    DEFINITIONS
    For purposes of this policy, a matriculated candidate becomes a medical student on the first day of class. The first day of transition to medical school week is the first day of class.

    The definition of disability can be located in the Americans with Disabilities Act of 2008, with the exclusions as referenced in the Act. That definition is as follows, “...the term ‘disability’ means, with respect to an individual, a physical or mental impairment that substantially limits one or more major life activities of such individual; a record of such an impairment; or being regarded as having such an impairment…”

    PROCEDURES
    In order to establish the existence of a disability and to request reasonable accommodation, candidates must contact the University’s Center for Disability and Access (“CDA”) (801-581- 5020), info@disability.utah.edu. The candidate must then follow the procedures of the CDA to document the existence and nature of the disability. The CDA will interact with the Spencer Fox Eccles School of Medicine regarding possible accommodations but will not share the student/candidate’s medical information with SFESOM faculty or administration.

    Once the need for reasonable accommodations has been established, the CDA, in consultation with the candidate and SFESOM, will determine the appropriate accommodations and these accommodations will be specified in a written document, signed by all parties. Documents relating to the candidate’s disability will be placed in a confidential file separate from their academic records. The Spencer Fox Eccles School of Medicine will then direct the appropriate course masters to provide the accommodation

    CANDIDATE’S REQUEST FOR ACCOMMODATIONS
    If a candidate refuses a reasonable accommodation that is offered through this procedure and subsequently experiences academic difficulty, the candidate will be treated as any other candidate who experiences academic difficulty.

    A candidate may seek to establish a disability and request reasonable accommodation at any time before or after matriculation. A candidate should claim and establish the existence of a disability prior to the onset of academic problems. The Spencer Fox Eccles School of Medicine shall have no obligation to remediate an academic failure resulting from a claimed disability that was not brought to the attention of SFESOM and addressed in a timely fashion.

    University policy and state and federal law prohibit retaliation against an individual for requesting an accommodation for a disability.

    All claims and proceedings under this provision will be kept confidential to the extent provided by law and University policies. Dissemination of information related to the existence of a disability will be restricted to University administrators with a legitimate need to know this information; except as provided by law, no mention of the candidate’s disability will appear in any SFESOM correspondence with external agencies unless the candidate specifically requests such disclosure in writing.

    The University of Utah has designated the following individual as its ADA/Section 504 Coordinator: Director, Office of Equal Opportunity and Affirmative Action

    201 South Presidents Circle, Rm 135 Salt Lake City, UT 84112

    Telephone: (801)581-8365

    Email: oeo@umail.utah.edu

    If you have questions regarding this policy or University nondiscrimination policies, please contact the Office of Equal Opportunity/Affirmative Action at 801-581-8365.

    SEEKING ACCOMMODATIONS FOR A DISABILITY
    The Spencer Fox Eccles School of Medicine seeks to educate students with the foundation of knowledge, attitudes, skills and behaviors so that they can render a wide spectrum of patient care and can function in a broad variety of clinical settings. The abilities that medical students must possess are defined in the Qualifications for Medical School Admission, Continuation and Graduation / Technical Standards above and course and course-specific technical standards published in the syllabi. Medical students must be able to meet these standards and successfully complete all curricular requirements and receive the degree of Doctor of Medicine.

    Students seeking accommodations for a disability must contact the University’s Center for Disability and Access (CDA). The student must follow the procedures of the CDA to document the existence and nature of the disability and to request accommodations. 

  • Grading criteria are specified in each course syllabus.

    Phase-level performance standards are communicated at the beginning of each phase. 

    We recognize that there are a variety of artificial intelligence (AI) tools available, such as ChatGPT. Unless, specifically outlined in the course syllabus these tools are not to be used for any part of the course, including but not limited to exams, essays, assignments, presentations, etc . If the student is unsure when to use, or not use, AI they are to directly speak with the course instructor for clarification. Students must cite sources properly and ensure that their work is original to avoid any potential plagiarism issues.

    Students in good standing will automatically advance to the next training stage. Good standing is defined as having passed all courses to date, having met relevant phase-level performance standards, successfully completed all academic requirements, achieved required levels of competency, passed the relevant USMLE licensing examinations, demonstrated professional behavior, and upheld the Medical Student Code of Ethics.

  • The Promotions Committee has the authority to impose an academic action based on a student’s performance in a course, a USMLE licensing examination, delayed course completion, and/ or failures in attitude, failure to uphold the code of ethics and/or lapses in professionalism.

    The Promotions Committee has the authority to consider and approve course remediation recommendations made by a Course Director, faculty member, or department in response to a student failing a course. Course Directors may not offer or implement remedial procedures without approval of the Promotions Committee.

    The Promotions Committee considers a student’s entire academic record, overall professional development, behavior, and attitude in deciding an appropriate academic action. The Committee has the authority to impose academic actions, including, but not limited to course remediation, additional educational activities, repeat of an academic year, extended curriculum, leave of absence, academic probation, formal reprimand, and dismissal from medical school.

    Should the Promotions Committee decide that a student’s lapse in professionalism or failure to uphold the Medical Student Code of Ethics warrants action, options include, but are not limited to formal reprimand, probation, suspension, and dismissal from medical school.

  • Some academic actions are automatic and described below. With regard to actions that are not automatic, the Promotions Committee may impose any of the following:

    LEAVE OF ABSENCE
    Students are expected to complete their medical education in four consecutive years. However, the Promotions Committee may impose a leave of absence as an academic action so that a student may address a personal or health issue that impacts their academic success.

    REMEDIATION
    The Promotions Committee may impose a specific remediation plan at their discretion.

    DISMISSAL
    The Promotions Committee may dismiss a student when the student:

    Has demonstrated a consistent pattern of substandard academic performance. This would include, for example, a history of delayed course completion, failure/s of a course, failure/s of NBME subject exam/s, and/or failure/s of a USMLE licensing examination

    Has demonstrated character, personality, or behavior unsuitable for the practice of medicine, lacks motivation, or is emotionally unstable. This includes but is not limited to substance abuse, aggression, abusiveness, cheating, dishonesty, etc.

  • Standard Practices

    Assessment

    AUTOMATIC ACTIONS: ACADEMIC WARNING, ACADEMIC PROBATION, REFERRAL TO PROMOTIONS COMMITTEE, AND MSPE NOTATION 

    Last Updated: 3/18/25

    Relevant LCME Standards 

    Standard 9 Teaching, Supervision, Assessment, and Student and Patient Safety, Element 9.9 Student Advancement and Appeal Process; DCI 9.9

    Relevant AAMC Guidance

    Recommendations for Revising the Medical Student Performance Evaluation (MSPE). 2017. 

    https://www.aamc.org/media/23311/download?attachment

    Relevant SOM Policies

    Step 1 Policy 

    Step 2 Policy 

     

    INTRODUCTION AND DEFINITIONS

    This practice describes School of Medicine automatic actions for academic warning, academic probation, and referral to promotions committee. This practice does not supersede the authority and responsibility of the promotions committee to monitor medical student academic performance, ethical conduct, and progress through the curriculum: https://medicine.utah.edu/about/governance#:~:text=Function%3A%20The%20Medical%20Student%20Promotions,the%20medical%20school%20MD%20curriculum. 

    Policies for NBME USMLE Steps 1 and 2 and relevant automatic actions are described separately.

    Academic Warning and Academic Probation are actions assigned automatically or by the promotions committee in the event that students do not meet certain thresholds of performance in the MD Program. 

    ACADEMIC WARNING 

    The duration of academic warning for this assessment standard practice extends from the time point at which criteria for academic warning were met until successful resolution of all outstanding items contributing to the academic warning and demonstration of the ability to meet the standard in the course or Phase

    ACADEMIC PROBATION

    Consistent with AAMC guidance, all instances of academic probation will be reported in a student’s Medical Student Performance Evaluation (MSPE). The Promotions Committee retains authority for determining the duration of academic probation.

    ACADEMIC ACTIONS

    SFESOM Student Handbook Automatic Actions

    * Excludes Phase 1 course: Skills, Communication and Professional Exploration (SCoPE) for academic years 2023-2024 and  2024-2025.

    ** Phase 2 team will meet with Assessment Team and Chair of Promotions Committee to determine an appropriate “action ladder”.  Procedure will be updated once the action ladder approved by either the EPPC or a designated EPPC sub-committee

    CURRICULUM/EPP COMMITTEE APPROVAL DATE and REVIEW CYCLE
    original:  8/28/24 (CC); revised 12/20/24 (CC); revised 3/19/25 (EPPC).  3 year review cycle

     

    ACADEMIC WARNING CONSEQUENCES

    Students placed on Academic Warning may not:

    + Register for any coursework other than in the required curriculum

    + Participate in school-sponsored travel

    + Participate in extramural training for credit

    + Work for money

    + Participate in volunteer activities other than those approved by School of Medicine

     

    ACADEMIC PROBATION CONSEQUENCES

    Students placed on Academic Probation will have the probation reported in their MSPE. In addition,

    students on probation may not:

    + Register for any course work other than in the required curriculum

    + Hold elected office in the School of Medicine or University of Utah

    + Participate in School of Medicine extracurricular activities

    + Participate in school-sponsored travel

    + Participate in extramural training for credit

    + Work for money

    + Participate in volunteer activities other than those approved by School of Medicine

    Students will remain on academic probation until the deficiencies have been corrected or the

    conditions set by the Promotions Committee have been satisfied.

    *Applicable to Mission Drive Program only

    Last Updated: 3/18/25

  • The Spencer Fox Eccles School of Medicine follows the due process rights, responsibilities and policies of the University of Utah Code of Student Rights and Responsibilities: 

    ACADEMIC ACTIONS
    By University definition, “Academic action” means the recording of a final grade (including credit/no credit and pass/fail) in a course, on a comprehensive or qualifying examination, on a culminating project, or on a dissertation or thesis. It also includes a decision by the appropriate department or college committee to place a student on academic probation, or to suspend or dismiss a student from an academic program because the student failed to meet the relevant academic standards of the discipline or program. The term “academic action” does not include the decision by a department or program to refuse admission of a student into an academic program. Academic action also does not include academic sanctions imposed for academic misconduct or for professional misconduct.

     

    ASSESSING ACADEMIC PERFORMANCE
    Faculty members, when assigning a grade in a course and the Promotions Committee when imposing an academic action, are qualified to judge a student’s academic performance.

     

    ARBITRARY OR CAPRICIOUS
    "Arbitrary or Capricious” means without a principled basis or in a manner that substantially deviates from applicable policies

     

    ACADEMIC APPEALS COMMITTEE
    “Academic Appeals Committee” means the SFESOM Academic Appeals Committee established under University Policy 6-410 and is chaired by Dr. Barb Cahill (Barb.Cahill@hsc.utah.edu)
     

  • The mission of the University of Utah is to foster student success by preparing students from diverse backgrounds for lives of impact as leaders and citizens. The University supports the intellectual, personal, social, and ethical development of members of the University community. These goals can be best achieved in an open and supportive environment that encourages reasoned discourse, honesty, and respect for the rights of all individuals. Students at the University of Utah are encouraged to exercise personal responsibility and self- discipline and engage in the rigors of discovery and scholarship.

    Students at the University of Utah are members of an academic community committed to basic and broadly shared ethical principles and concepts of mutual respect. Integrity, self-authorship, justice, respect, and responsibility represent the basis for the rights and responsibilities that follow. Participation in the University of Utah community obligates each member to follow behavior standards.

    The purposes of our University Student behavior standards are to help guide our Students’ understanding of University expectations and processes. These outlined policies and processes are designed to educate, develop, and hold students accountable to those standards. The University believes in Students’ rights to due process and a fair and transparent resolution. These standards have been designed to protect individuals and the campus community and create an environment conducive to achieving the academic mission of the institution. This policy establishes processes to resolve issues related to student behavior, including an informal resolution process, a formal resolution process, and for very serious allegations that could result in suspension or dismissal from the University or the revocation of a degree or certificate, a Hearing process.

    Certain behaviors by Students may fall within this policy and other policies. When this is the case, an appropriate University administrator shall determine which policy is the appropriate policy under which to proceed.

    All policies and procedures relative to University student rights and responsibilities can be found at here. 

  • The Spencer Fox Eccles School of Medicine follows the appeals policies of the University of Utah Code of Student Rights and Responsibilities

    For purposes of this section, “Notice” or “Notification” refers to the date of delivery if notification is delivered personally or ten (10) business days after the time of postmark if the notification is mailed by U.S. mail. In the case of grades, notification refers to the date the grades are available on the World Wide Web. Correspondence to a Umail address is considered Notification for purposes of this policy.

    A student who believes that an academic action is arbitrary or capricious should, within twenty (20) business days of notification of the academic action, discuss the academic action with the involved faculty member and attempt to resolve the disagreement. If the academic action results from the decision of a committee, the chair of the committee is the involved faculty member for purposes of this policy. If the faculty member does not respond within ten (10) business days, if the student and faculty member are unable to resolve the disagreement, or if the faculty member fails to take the agreed upon action within ten (10) business days, the student may appeal the academic action in accordance with the following procedures. It is understood that all appeals and proceedings regarding academic actions will initiate with the faculty and administrators in the college or program offering the course in question. If the course is cross-listed, appeals and proceedings shall take place with the faculty and administrators offering the section for which the student is registered.

    Appeal to Chair of the Department or Dean's Designee. Within forty (40) business days of notification of the academic action, the student shall appeal the academic action in writing to, and consult with, the chair of the relevant department regarding such academic action. Within fifteen (15) business days of consulting with the student, the chair shall notify the student and faculty member, in writing, of the determination of whether the academic action was arbitrary or capricious and of the basis for that decision. If the chair determines that the academic action was arbitrary or capricious, the chair shall take appropriate action to implement their decision unless the faculty member appeals the decision. If the chair fails to respond in fifteen (15) business days, the student may appeal to the Academic Appeals Committee.

    In colleges without departments, the Student shall appeal in writing to the dean of the college. The dean of the college shall appoint one or more faculty members from the college to serve as chair for purposes of these procedures. In cases where the appeal occurs in a program that does not report directly to an academic dean, but rather to an associate vice president, the cognizant program director shall serve as department chair, and the cognizant associate vice president shall serve as dean for purposes of these procedures.

    Appeal to Academic Appeals Committee. If either party disagrees with the chair's decision, that party may appeal to the Academic Appeals Committee of the college that offered the course within fifteen (15) business days of notification of the chair's decision in accordance with the procedures set forth in Section III.J.5.

    Proceedings Before the Academic Appeals Committee

    The Academic Appeals Committee shall follow the committee composition and proceedings established in Policy 6-410.

    To overturn the original Academic Action, the Committee must find that the Academic Action was arbitrary or capricious

    The Committee chair shall prepare a written report of the Committee's findings and recommendations and present it to the dean of the college, or designee, within ten (10) business days after the conclusion of the hearing.

    Review and Decision by the Dean or Designee

    The dean of the college, or designee, shall consider the documentation submitted to the Committee and the findings and recommendations of the Committee in making a decision. Based upon such review, and without conducting further hearings, the dean of the college, or designee, shall, within ten (10) business days, take one of the following actions:

    accept the Academic Appeals Committee’s findings and recommendations;

    return the report to the Committee chair, requesting that the Committee reconvene to reconsider or clarify specific matters, materials, and issues, and forward to the dean of the college, or designee, a second report of its findings and recommendations relating to the specific matters referred by the dean of the college, or designee, for further consideration; or

    reject all or parts of the Committee's findings and recommendations, stating reasons and actions to be taken therefore.

    Written notification of the dean's, or designee's, decision shall be communicated to the parties, to the chair of the Academic Appeals Committee and to the cognizant senior vice president within ten (10) business days after receipt of the recommendation.

    The dean's, or designee's, decision is final unless appealed to the cognizant senior vice president within ten (10) business days after receipt of the decision.

    Appeal to Cognizant Senior Vice President

    Within ten (10) business days of receipt of the dean's, or designee's, decision, any party may appeal the decision by filing a written notice of appeal with the senior vice president for academic affairs or the senior vice president for health sciences, as appropriate, and delivering a copy to the other party. The other party may file a response to the appeal with the senior vice president within five (5) business days of receipt of the notice of appeal. In the case of an appeal:

    The vice president shall consider the appeal and response to the appeal, and may solicit whatever counsel and advice the vice president deems appropriate to arrive at a final decision. The vice president may also convene an ad hoc committee composed of students and faculty members from outside the college or department to determine if there were substantial defects that denied basic fairness and due process. After receiving the appeal, the vice president shall, within ten (10) business days, or twenty (20) business days if an ad hoc committee is formed, take one of the following actions:

    • Accept the decision of the dean of the college or designee
    • Return the report to the dean of the college, or designee, requesting clarification on specific matters, materials, and issues, and forward to the vice president a second report of the dean or designee’s decision relating to the specific matters referred by the vice president for further explanation; or
    • Reject all or parts of the dean's, or designee's, decision, stating reasons and actions to be taken therefore

    Written notification of the vice president's decision and the basis for that decision shall be communicated to the parties, to the chair of the Academic Appeals Committee and to the dean within ten (10) business days after receipt of the appeal, or within twenty (20) business days after receipt of the appeal if an ad hoc committee is formed.

    The decision of the vice president is final. After the appeals process, the chair of the department or dean of the college, considering the academic appeal, shall take appropriate action to implement the final decision.

  • To outline the University's policies for students, faculty and staff concerning the use of the University's computing and communication facilities, including those dealing with voice, data, and video. This policy governs all activities involving the University's computing facilities and information resources, including electronically or magnetically stored information. Every user of these systems is required to know and follow this policy.

  • PURPOSE
    To provide the policy, procedures, and programs for the maintenance of a drug-free workplace and educational environment that applies to all medical students, and to provide for compliance with federal law regarding prevention of illicit use of drugs and the abuse of alcohol, and to provide for compliance with federal law requiring a program to prevent the illicit use of drugs and the abuse of alcohol.

    REFERENCES
    Federal Law, Drug-Free Workplace Act of 1988 Federal Law, Drug-Free Schools and Communities Act Amendments of 1989

    UU Policy 5-113: Drug-Free Workplace

    UU Policy 6-400: Code of Student Rights and Responsibilities

    DEFINITIONS

    • Educational Environment: A classroom, clinical location, or other educational setting in which medical education or other medical school activity is conducted under the auspices of the University of Utah Spencer Fox Eccles School of Medicine.
    • Medical Student: Any student who has accepted an offer of admission or who is matriculated in the University of Utah Spencer Fox Eccles School of Medicine.
    • Controlled Substance: Any controlled substance in schedules I through V of Section 202 of the Utah Controlled Substance Act (21 U.S.C. 812). All substances listed in the federal Controlled Substances Act, Title II, P.L. 91-513, are considered controlled. A copy of these schedules is available for review by any member of the University community in the Office of Personnel and Benefits and Student Counseling.
    • Criminal Drug Statute: Criminal drug statute involving the manufacture, distribution, dispensation, use or possession of any controlled substance or alcohol.
    • Conviction: Finding of guilt for a crime by a court of competent jurisdiction, including a “No Contest” plea.

    POLICY
    It is the policy of the University of Utah Spencer Fox Eccles School of Medicine to establish, promote, and maintain a drug free, safe and healthy working and educational environment for medical students. It shall be a violation of this policy for any medical student to engage in the unlawful manufacture, distribution, dispensation, possession, and/or use of a controlled substance. This includes being under the influence or impaired in activities anywhere in the educational environment of the Spencer Fox Eccles School of Medicine or University of Utah, or in any manner that violates criminal drug statutes. Unauthorized use or possession of alcohol anywhere in the educational environment of the Spencer Fox Eccles School of Medicine or University of Utah is also prohibited.

    As a condition of continued enrollment in the Spencer Fox Eccles School of Medicine, students must notify the Associate Dean of Student Affairs of a guilty plea, a plea of no contest, or conviction of any charge other than a minor traffic violation that occurs between matriculation to and graduation from medical school. This notification must be made no later than five (5) calendar days after any guilty plea, plea of no contest, or conviction of any charge other than a minor traffic violation. Within thirty (30) calendar days of notification of a guilty plea, plea of no contest, or conviction of any charge other than a minor traffic violation, the Spencer Fox Eccles School of Medicine will take appropriate actions as described below.

    Policy violations and/or convictions will be referred to the Office of Student Affairs for informal resolution or presentation to the Promotions Committee as academic misconduct, and may result in disciplinary action. The Promotions Committee will conduct such investigation as it deems necessary and appropriate in accordance with the committee’s usual standards of due process.

    In appropriate cases, students may be referred to local substance abuse experts for evaluation and/ or treatment. In these cases, compliance with evaluation and treatment protocols may be established as a precondition to continued enrollment in the Spencer Fox Eccles School of Medicine. If a student fails to follow the established evaluation or treatment protocol, the case will be re-examined by the Promotions Committee and appropriate sanctions, including disciplinary measures or dismissal, may ensue.

    Students are encouraged to self-identify to the Associate Dean of Student Affairs when they have problems with drug or alcohol abuse. Students who self-identify may be granted a leave of absence to secure treatment without prejudice to their academic standing. In such cases, confidentiality will be maintained, to the extent possible, by the Spencer Fox Eccles School of Medicine administration.

    The Office of Student Affairs will undertake such educational initiatives as it deems advisable to acquaint the medical school community, including students and faculty, with the problems and characteristics of drug and alcohol abuse.

  • PURPOSE
    To provide the policy, procedures, and programs for the maintenance of a drug-free workplace and educational environment that applies to all medical students, and to provide for compliance with federal law regarding prevention of illicit use of drugs and the abuse of alcohol, and to provide for compliance with federal law requiring a program to prevent the illicit use of drugs and the abuse of alcohol.

    REFERENCES

    Policy 5-113, Drug-Free Workplace

    Policy 5-111, Disciplinary Sanctions and Termination of Staff Personnel Interim  Policy 1-012, University Non-Discrimination PolicyPolicy 6-316, Code of Faculty Rights and Responsibilities

    Policy 6-400, Code of Student Rights and ResponsibilitiesFederal Law Drug-Free Workplace Act of 1988

    Federal Law Drug-Free Schools & Communities Act Amendments 1989

    DEFINITIONS
    Controlled Substance: Any controlled substance in schedules I through V of Section 202 of the Controlled Substance Act (21 U.S.C. 812).

    Criminal Drug Statute: Any criminal drug statute regarding the manufacture, distribution, dispensation, use, or possession of any controlled substance.

    Drug Recognition Coordinator: A person trained to identify and recognize drug and alcohol impairment.

    Drug Test: Urine testing, oral swab, or other similarly minimally invasive test for the presence of controlled substances or their metabolites; breath-testing for alcohol.

    Medical Review Officer (MRO): A licensed physician with knowledge of substance abuse disorders employed or utilized to interpret drug test results.

    Patient Sensitive Position: A position involving patient contact, patient diagnostic or therapeutic functions, or a position in which the individual works in or has job-related access to patient care areas.

    GROUNDS FOR TESTING
    Applicant Testing: A drug test may be administered to any medical school applicant once they accept an offer of admission to the University of Utah Spencer Fox Eccles School of Medicine. Medical students transitioning to or working in a patient sensitive position may be tested prior to transfer.

    Reasonable Suspicion: A drug test may be administered to a medical student when supervisor and/or designee, after consulting with a Drug Recognition Coordinator, concludes, after reviewing the facts and circumstances, that it is more likely than not the medical student has engaged in conduct that violates this policy. Reasonable suspicion of drug and/or alcohol use may be based on: (1) observable phenomena, such as direct observation of drug use or possession and/or the physical symptoms of being under the influence of a drug or alcohol; (2) a pattern of abnormal conduct or erratic behavior; (3) information provided by reliable and credible sources regarding the student’s violation of this policy; or (4) newly discovered evidence that the student tampered with a previous drug test. All medical school applicants who have accepted a position and medical students tested under this provision shall be relieved from patient care and clinical service pending the results and review of the drug test by the designated management official.

    Drug Loss or Diversion Event: A drug test may be administered when a drug loss and/or diversion event occurs (identified and/ or unexplained controlled substances and/or alcohol missing or diverted from the workplace). A supervisor may, in consultation with the Drug Recognition Coordinator, require any medical student who had reasonable access to the controlled substances or alcohol during the time of the drug loss or diversion event to submit to a test.

    Return to Medical School Curriculum Agreement: Random drug and/or alcohol tests may be required for a medical student returning to medical school after engaging in conduct prohibited by this policy. Medical students in patient sensitive positions may be tested at random as part of a return to work agreement at the discretion of the MRO.

    Agency Directives: Individuals may be tested as required or requested by state or federal agencies.

    Testing Process: At the time a position in medical school is accepted by the prospective student, they shall be informed about the University Drug-Free Workplace Policy and the University of Utah Health Sciences Center Drug Testing Policy. Students may be drug tested as a condition of admission. Drug testing will be performed as a condition of participation in patient care activities of the curriculum and prior to beginning Phase 3 courses.

    Once a medical student is scheduled for a drug test, they must report to a designated collection site at the scheduled time. Students who fail to report or to provide a specimen suitable for testing will be referred to the Associate Dean of Student Affairs.

    Upon arriving at the collection site, the medical student will be asked to sign a waiver consenting to the test. Refusing to consent to a test will be grounds for student discipline, up to and including revocation of an acceptance offer and/or dismissal from medical school. The procedure for sample collection shall allow privacy for the subject of the test. Storage and transportation shall be performed so as to reasonably preclude sample contamination or adulteration. Reasonable efforts will be made to respect the dignity of the individual tested.

    The Spencer Fox Eccles School of Medicine shall designate a certified laboratory to perform the testing. Testing will conform to scientifically acceptable collection, identification, handling, and analytical methods, including confirmation of any positive test by a method consistent with industry standards.

    Once the sample has been analyzed, the MRO will review and interpret each confirmed positive test to determine if there is an alternative medical explanation for the positive result. The MRO may conduct any investigation deemed necessary, including but not limited to interviewing the individual testing positive; reviewing the individual’s medical history and medical records to determine if the positive result was caused by a legally prescribed medication, requiring proof of a legal prescription; requiring a re-test of the original specimen; and/or verifying that the laboratory report and the specimen are correct. The MRO will be required to conduct themselves in accordance with guidelines published in the Medical Review Officer’s Manual published by the Department of Health and Human Services.

    DRUG TEST RESULTS
    A test is positive and the individual has therefore failed the test if the sample contains drugs and/or metabolites for which the MRO concludes there is no legitimate explanation other than the use of a prohibited drug or alcohol. In addition, refusing to take a test, failing to report to the designated area for testing, failing to provide a sample suitable for testing, and/or attempting to alter or tamper with the specimen will be interpreted as a failed test.

    Drug test results will be reported to the Associate Dean of Student Affairs only as pass or fail.

    All information relating to the MRO’s investigation, test results, and subsequent substance abuse treatment shall be treated confidentially and will be placed in a file maintained by the MRO and physically separate from the student’s academic file. The student’s academic file will include only the pass/fail result from the test and the prohibited substance resulting in a failed test.

    Within 72 hours after the covered individual has received notice of a failed test, the covered individual may request, in writing a retest of a split sample at a certified laboratory of their choosing. The University shall pay half of the cost of the retest. The results of the retest shall be interpreted by the MRO.

    Disciplinary Action

    Applicant/Transfers: Any offer of acceptance to medical school or transfer to patient sensitive areas will be revoked if a medical student fails a drug test.

    Students failing a drug test pursuant to this policy shall be directed to the Office of Student Affairs and processed in accordance with University Code of Student Rights and Responsibilities. A failed test may result in dismissal from the academic program in accordance with University of Utah Student Code.

  • The University of Utah Spencer Fox Eccles School of Medicine student records are governed by the Family Educational Rights and Privacy Act (FERPA). FERPA grants to all University students, including medical students, the following basic rights:

    The right to request access to your education records

    The right to have your education records protected from disclosure except in certain limited circumstances

    The right to designate basic directory information (e.g., name, address, telephone number, dates of attendance, etc.) as part of your private education records

    The right to seek an amendment to education records that are inaccurate, misleading, or in violation of your privacy rights

    The right to complain to the U.S. Department of Education should you feel that your FERPA rights have been violated

    For more information about each of these rights and about the processes for exercising these rights, please refer to the website of the University’s Registrar. 

    For access to your Spencer Fox Eccles School of Medicine records and/or to seek an amendment to your records, please follow the procedures outlined below:

    Requesting Access to your Educational Records

    Medical students who wish to review their education records should submit a written request to the Associate Dean of Student Affairs.

    Requesting an Amendment to your Educational Records

    Students who believe their education records contain information that is inaccurate, misleading, or in violation of the student’s rights of privacy should first attempt to resolve the issue with the relevant faculty member(s). Students may also present their request to the Associate Dean of Student Affairs who will work with the student and faculty member(s) to attempt informal resolution of the issue.

    Students who are not satisfied with the result of the informal resolution process may submit a formal request for amendment pursuant to the procedures outlined on the University’s Registrar site.

    Request for Release of Records

    Because the University generally will not disclose your education records to anyone other than you, you must complete the online Consent to Release Form should you wish to provide a third-party access to your records. 

    Non-Involvement of Health Providers in Student Assessment or Promotion

    Providers of health and/or psychiatric/psychological services to a medical student must have no current or future involvement in the academic assessment of, or in decisions about, the promotion of that student.

    Following standard recusal policies, any providers of health and/or psychiatric/psychological services who are assigned to work with medical students in an assessment or promotion manner must recuse themselves from the assessment or promotion assignment.

    Students who become aware of a future conflicting clinical assignment must request an alternate assignment in advance by submitting a written notice to the associate dean of Student Affairs, who will work with the curriculum office to find an alternate assignment.

  • PURPOSE

    To provide a comprehensive plan to eliminate and/or reduce occupational exposure to infectious, environmental, and/or bloodborne pathogens and to ensure compliance with federal regulations.

    DEFINITIONS:

    Airborne Pathogen - Infectious disease transmitted via aerosolized particles, including tuberculosis, chicken pox, (Varicella), and measles.

    Biohazard Label - A fluorescent orange label with the biohazard symbol.

    Blood - Human blood, blood products, or blood components.

    Bloodborne Pathogen - Microorganisms present in human blood and can cause disease in humans, which include Hepatitis B Virus (HBV), Hepatitis C Virus (HCV), and Human Immunodeficiency Virus (HIV).

    Body Substance Precaution (BSP) - Isolation precautions that consider all blood, body fluids visibly contaminated with blood, body fluids, substances, unfixed tissues, organs, or cultures from living or dead human sources as potentially infectious.

    Clinical Work Area - Any area involving exposure/potential exposure to blood or other potentially infectious materials, such as patient care rooms, treatment rooms, exam rooms, laboratories, dirty utility rooms, specimen holding areas, etc.

    Contaminated - The presence or the reasonably anticipated presence of blood or other potentially infectious materials on an item or surface.

    Decontamination - The use of physical or chemical means to remove, inactivate, or destroy bloodborne pathogens on a surface or item to the point where the surface or item is rendered safe for handling, use, or disposal.

    Engineering Controls - Controls that isolate or remove a bloodborne pathogen hazard from the work place such as blades or needles that retract after use, needleless devices, or sharps disposal containers.

    Environmental Hazard - Any exposure which may have health repercussions, such as chemical spills or radiation.

    Exposure Determination - Based on the definition of occupational exposure without regard to personal protective clothing and equipment.

    Exposure Incident - A specific eye, mouth, other mucous membrane, non-intact skin, or parenteral contact with blood or other potentially infectious materials, or an exposure to an environmental hazard that results from an activity related to education or employment.

    Occupational Exposure - Skin, eye, mucous membrane, or parenteral contact with blood or other potentially infectious materials that may result from an activity related to education or employment.

    Other Potentially Infectious Materials - All body fluids, tissues, or cultures from living or dead human sources, other than blood (e.g. semen, vaginal secretions, cerebrospinal fluid, synovial fluid, pleural fluid, peritoneal fluid, amniotic fluid, concentrated viruses, aerosolized particles, saliva, etc.)

    Personal Protective Equipment (PPE) - Specialized clothing or equipment worn by an employee for protection against exposure to bloodborne pathogens and other body fluids/substances. General work clothes (e.g. uniforms, pants, shirts, or blouses) not intended to function as protection against a hazard is not considered to be personal protective equipment.

    Regulated Waste - Any liquid or semi-liquid blood or other potentially infectious materials; contaminated items that would release blood or other potentially infectious materials in a liquid or semi-liquid state if compressed; items that are caked with dried blood or other potentially infectious materials and are capable of releasing these materials during handling; contaminated sharps; and pathological and microbiological wastes containing blood or other potentially infectious materials.

    Student - An individual currently enrolled in medical school at the University of Utah Spencer Fox Eccles School of Medicine.

    Work Practice Controls - Practices that reduce the likelihood of exposure by altering the manner in which a task is performed, such as prohibiting recapping, removing, or bending of needles (unless required by a specific medical procedure).

    Universal Precautions - A method of infection control in which all human blood and other potentially infectious materials are treated as if known to be infectious for HIV and HBV. It does not apply to feces, nasal secretions, sputum, sweat, tears, urine, or vomitus unless they contain visible blood

    POLICY

    The Spencer Fox Eccles School of Medicine supports a comprehensive exposure control plan for infectious, environmental, and blood borne pathogens, as required by OSHA, which delineates who is at risk, the methods for preventing and reducing exposures, the steps to take in the event of an exposure, and procedures for training and record-keeping.

    The Office of Student Affairs will coordinate HIPAA certification training and training in risk prevention practices and body substance precautions to ensure compliance with OSHA requirements and federal regulations. Annual training and recertification will be required of all medical students.

    UNIVERSAL PRECAUTIONS

    Universal Precautions policies are in place to protect students and patients from unnecessary health risks. Universal Precautions will be used by all students who may be subjected to blood or body fluids. All students are required to follow appropriate infection control procedures, including body substance precautions, where there is a risk of parenteral, mucous membrane, or cutaneous exposure to blood, body fluids, or aerosolized secretions from any patient, irrespective of the perceived risk of exposure. Students will wear appropriate personal protective equipment (e.g., gloves, goggles, mask, and gown) in situations where exposure to blood, body fluids, or environmental hazards is possible.

    Students with needle sticks or other training-related injuries or illness, environmental or blood borne pathogen exposures will follow regulations and protocols established by the Federal Occupational Safety and Health Administration and the University of Utah Department of Environmental Health and Safety. 

    Patient Non-Discrimination

    Medical students shall provide competent and compassionate care to all patients, irrespective of their known or suspected HIV, TB, or other infection status.

    Medical Students with Bloodborne and/or Airborne Infections

    Medical students infected with bloodborne or other pathogens shall not, solely because of such infection(s), be excluded from participation in medical school life, including educational opportunities and extracurricular activities except as otherwise required by applicable federal, state, or local law, or unless the health of the student presents a direct threat to the health and safety of others. Students infected with airborne pathogens may be excluded from participation in such activities during the infectious stage of their disease.

    Medical students who know or who have a reasonable basis for believing that they are infected with bloodborne or airborne pathogens are expected to seek expert medical advice regarding their health circumstances to have a clear understanding of the medical issues presented by these infections. Students are expected to seek advice from their health care provider and/or the Spencer Fox Eccles School of Medicine Employee Infection Control Office (University Hospital Room AA217). Phone 801-581-2706.

    In the Event of an Occupational Exposure Incident: 

    • Notify your course director, senior resident, or attending physician immediately
    • Seek medical treatment as directed by your resident or attending physician as soon as possible. If possible, utilize a University provider, such as the Work Wellness Center (ACC Lower Level 2 Suite #B101 Area E University Hospital, 801-581-2227) or the University of Utah Emergency Department.
    • If you are rotating in a healthcare setting outside of the University, utilize the services of the Emergency Department services at your location. Indicate to your health care provider that this incident will be covered by the Workmen’s Compensation Fund of Utah (WCFU)
    • Notify the Absence Management Team in Human Resources about any changes or updates in your mailing address, treatments, and contact information
    • Obtain a copy of the Employer's First Report of Injury or Illness form from your healthcare provider, the Emergency Department, your course or elective coordinator, the Student Affairs Office, or the University of Utah Human Resources website. Fill in the “Employee” portion of the form using your name as it appears on your ID badge. Have your senior resident or attending physician complete the “Occurrence” portion of the form. The Emergency Department or your care provider should complete the “Treatment” portion of the form. Within 24 hours, submit the completed form to the Workers Compensation Fund of Utah and the University of Utah Absence Management Team (located at 420 Wakara Way Suite 105 Salt Lake City, UT 84108, phone 801-581-2169, fax 801-581-5571).
    • Inform your resident and attending physician of the outcome of your treatment(s). You must submit any physician note releasing you from work to your attending physician and the Office of Student Affairs
    • Be aware that additional medical services may need pre-authorization. Check with the Absence Management Team. Be sure to tell professionals providing these services that you are insured by the Workmen’s Compensation Fund of Utah WCFU

    If the work-related injury or illness is potentially infectious, you must follow up with the Work Wellness Center (AC 147 University Hospital, 801-581-2227) within one business day. If you are rotating in a healthcare setting outside of the University, utilize the Employee Health services at your location

    If the work-related injury or illness is not infections, but involves overnight hospitalization, broken bones, loss of limb, or a fatality, you or your attending physician must contact Environmental Health and Safety (EHS) immediately of the accident (University of Utah Bldg. 605 125 South Fort Douglas Blvd. Salt Lake City, Utah 84113, phone 801-581-6590. After hours use University Police Dispatch: 801-585-2677. You will need to request the dispatch operator notify EHS of an industrial accident requiring investigation)

    In the course of testing required by occupational exposure incident protocols, Occupational Health must report communicable infectious diseases (including HIV/AIDS, tuberculosis, viral hepatitis) to the State Health Department.

    Confidentiality and Testing

    The Spencer Fox Eccles School of Medicine shall respect the confidentiality of individuals with bloodborne or airborne pathogens to the extent permitted by state and federal law. Medical students will not be tested for HIV, or other bloodborne or airborne pathogens without their knowledge or consent, except in circumstances when testing may be required by occupational exposure protocols. In cases of non- occupational exposure, confidential testing is available through the Salt Lake County Health Department, the University of Utah Student Health Service, or your primary care physician.

    Research Environment Exposure Control

    All research and laboratory directors, principal investigators, and laboratory workers shall recognize their responsibility for preventing transmission of bloodborne and other pathogens when handling human blood and other potentially infectious materials in the laboratory. Researchers must comply with the University of Utah Biosafety Manual and the Bloodborne Pathogen Exposure Control Plan available from the Environmental Health and Safety Department. Environmental hazards are present in the research setting and all research and laboratory directors, principal investigators, and laboratory workers must be familiar with and follow the established guidelines of chemical safety, also available from the Environmental Health and Safety Department. 

    University of Utah Office of Equal Opportunity Reporting

    Medical students who believe they have been the victim of discrimination because of actual or perceived infection with HIV, viral hepatitis, tuberculosis, or other communicable pathogen should contact the Office of Equal Opportunity/Affirmative Action (801-581-8365, 135 Park Building, 201 South Presidents Circle, SLC, UT 84112).

  • The Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule provides federal protections for personal health information and gives patients an array of rights with respect to that information.

    At the same time, the Privacy Rule is balanced so that it permits the disclosure of personal health information needed for patient care and other important purposes. A major goal of the Privacy Rule is to assure that individuals’ health information is properly protected while allowing the flow of health

    information needed to provide and promote high quality health care and to protect the public’s health and wellbeing. The Rule strikes a balance that permits important uses of information, while protecting the privacy of people who seek care and healing.

    Medical students must be trained, certified, and remain in compliance with current policies in order to participate in patient care activities. The Office of Student Affairs oversees HIPAA, bloodborne pathogen, OSHA, compliance training modules, and competency testing.

    Matriculating medical students must complete required HIPAA, bloodborne pathogen, OSHA, and compliance, online training through Canvas before Skills, Communication, and Professional Exploration (SCoPE). 

    HIPAA training and certification must be renewed annually. The Office of Student Affairs will notify students of required HIPAA training modules and deadlines for completion of annual training/ recertification.

    A HIPAA violation by a medical student is considered a breach of professional responsibility. Academic policy extends to any case of alleged misconduct, including lapses in professionalism. As such, medical students who violate HIPAA will be referred to the Associate Dean for Student Affairs. If informal resolution is not possible, the Associate Dean of Student Affairs will refer the matter to the Promotions Committee.

  • Students from the colleges of Nursing, Pharmacy, Health, and the Spencer Fox Eccles School of Medicine must obtain written approval from their Dean or designee in Student Affairs and from the development office for any fundraising activity before proceeding.

    The full-time development staff is authorized to conduct fundraising activities in the University’s name in accordance with these guidelines and with the University of Utah Policies and Procedures. Development or fundraising activities campus-wide are to be coordinated with the Health Sciences Development Offices.

    Students seeking private funding for any amount must complete and submit a Request for Fundraising Approval form to the Health Sciences Development Office (540 Arapeen, Suite 120, SLC, UT. phone 801- 585-7709). The form must have all approval signatures, including the Dean’s, before the request will be considered. No solicitations of donors may take place without an approved Fundraising Approval form in hand.

    Solicitation of an approved donor must take place within two months of the date of approval. During that time, no other University of Utah entity can solicit that donor unless approval is obtained from the Vice President of Development

    A list of all donor prospects must be submitted to the Health Sciences Development Office prior to soliciting any gifts

    A list of all donors solicited and amounts given must be submitted to the Health Sciences Development office at the completion of the fundraising in order to record the gifts appropriately

    No students may solicit gifts from any donor whose name appears on the President’s reserve list that is on file in the Student Affairs Office

    Students will be personally responsible and liable for the collection and safe keeping of the gift. Ultimate use of any funds raised will be overseen by a department or college administrator.

    Raised funds must be deposited through the Health Sciences Development Office into student accounts overseen by the Dean or a faculty/staff designee.

    Gifts-in-kind (furniture, food, etc.) must be receipted for the amount specified by the donor(s).

    Medical students and medical student interest groups may not solicit money or in-kind support from pharmaceutical or medical device industry representatives for any purpose, and may not accept gifts or incentives in any form. In order to sell T-shirts or other paraphernalia with any U of U logos or marks on it, prior approval must be obtained through the U of U Health Sciences Marketing Office by emailing: brand@hsc.utah.edu.

  • The University of Utah Health Sciences (UUHS) is committed to outstanding education, research, and patient care that are free from inappropriate external influences.  We recognize the important partnership between industry and academia in advancing all of these missions.  The purpose of this Policy is to set standards of education and interaction between UUHS faculty, staff, and trainees and industry entities or representatives.  Conflict of interest issues regarding research, human subjects, and the interaction between industry and University of Utah Hospitals and Clinics (UUHC) personnel are addressed in separate policies. 

    The formal industry relations policy can be found here.   

STUDENT GOVERNMENT

  • Every college and department has representation in Associated Students of the University of Utah (ASUU) through the student-run ASUU Advisory Council. All registered students are automatically members of ASUU. Each academic year, enrolled medical students are eligible to participate in ASUU as the Spencer Fox Eccles School of Medicine representative to the ASUU Assembly, or as an ASUU Senator. Additional information regarding ASUU elections and ASUU services can be found here.

    The Student Government Organization (SGO) is an advisory board composed of class presidents and student body officers. The SGO liaises between medical students and the Dean’s Office. The SGO meets regularly with the Deans of the Medical School to address medical student issues and concerns.

    Additionally, SGO members coordinate student-run activities and manage medical student funds.

    Student body officers coordinate and run student officer elections yearly. The entire student body participates in the election of student body officers for the academic year. These students are traditionally senior students in good academic standing. Each academic year, classes elect two co- presidents for the year. Student body officer and class president elections are held in the spring for the upcoming academic year. Student body officers and class presidents must be active enrolled members of their respective classes and must be in good standing.

  • The University of Utah Spencer Fox Eccles School of Medicine College Council formulates policies and makes decisions relating to college and department affairs to the extent authorized by University Regulations and under the guidance of the Spencer Fox Eccles School of Medicine Executive Committee. It advises the administration of the university and college of the views of the faculty and students of SFESOM, and receives and disseminates information to the faculty and students of SFESOM, directly and through their elected representatives on the Council. Student representation on the College Council includes: the Spencer Fox Eccles School of Medicine’s representative to the ASUU Student Senate and the Spencer Fox Eccles School of Medicine’s FARA resident member.

  • The following committees have standing student membership as part of the committee structure:

    FACULTY APPOINTMENT, REVIEW, AND ADVANCEMENT COMMITTEE
    The Spencer Fox Eccles School of Medicine Faculty Appointment, Review, and Advancement Committee (FARAC) considers all matters pertaining to the appointment and advancement (promotion) of faculty in tenure, clinical, lecturer, and research tracks. Elected student representatives on the FARAC include a fourth-year medical student and a graduate student, resident, or postdoctoral fellow.

    ADMISSIONS COMMITTEE
    The Admissions Committee establishes the criteria and procedures for the admission of medical students to the University of Utah School of Medicine. The Committee selects medical school candidates for admission to the SOM who will become excellent physicians who contribute to the welfare of the profession and serve the healthcare needs of the community. This authority is derived from the Dean and through this College Charter. The Admissions Committee is the only deciding body within the School of Medicine that has the ability to admit new students into the MD program.

    There are four subcommittees of the Admissions Committee: a) Review Committee: determines which applicants are invited for an interview; b) Interview Committee: conducts interviews to explore applicants’ motivation for seeking a medical degree; awareness and understanding of the medical profession; leadership; problem-solving skills; understanding of medical ethics; and interpersonal skills; c) Admissions Committee: discusses and ranks applicants; d) Executive Committee: Reviews and resolves discrepancies, as needed. Student representatives include fourth-year medical students registered for the Medical School Admissions Experience MD ID7240 elective.

    CURRICULUM COMMITTEE
    The Curriculum Committee is responsible for creating, overseeing, and managing the medical student education program, and ensuring compliance with all LCME accreditation standards. Student representation on the Curriculum Committee includes up to two members of each medical school.

    Medical Student Representatives to the Curriculum Committee and Subcommittees below serve important roles in representing their peers in ongoing curriculum development, delivery, and evaluation. As such they should:

    • Solicit input from peers regarding specific committee topics of discussion
    • Propose relevant agenda items to the Committee Chair
    • Provide representative perspective over personal thoughts during a meeting discussion
    • Relay discussion items and decision back to peers after meetings
    • Subcommittees of the Curriculum Committee
    • Phases 1-2 Subcommittee
    • Phase 3a Subcommittee
    • Phase 3b Subcommittee
    • Curriculum Evaluation Subcommittee - This Subcommittee is responsible for evaluating all required course (including clerkships) and required educational experiences. Student representation on the Curriculum Evaluation Subcommittee includes up to one to two members from each medical school class.
    • Education Technology Subcommittee

    PROMOTIONS COMMITTEE
    This committee monitors medical students’ academic performance, ethical conduct, and progress through the medical school curriculum. Student representation on the Student Promotions Committee includes two medical students from each class year (voting) and one resident (voting).

    GRADUATE MEDICAL EDUCATION COMMITTEE
    The Graduate Medical Education Committee (GMEC) oversees and monitors all aspects of resident education in accordance with ACGME Institutional, Common, and specialty-specific Review Committee Requirements. The GMEC is responsible for establishing and implementing policies and procedures regarding the quality of education and the learning and work environment for residents in all University of Utah ACGME-accredited and non-accredited graduate medical education programs to assure that residents achieve the ability to practice the highest standard of care in their specialties as independent physicians upon graduation. Student representation on the GME Committee includes one medical student and eight residents.

    STUDENT ADVISORY COMMITTEE
    Composition of the Student Advisory Committees (SAC) is determined annually at the department level. The SAC reviews the educational contribution of faculty candidates as defined by the faculty review criteria. The SAC are convened annually as part of the formal faculty review and advancement process, including formal retention and reappointment reviews, promotion, and award of tenure. Student representatives include medical students, other professional students, graduate students, residents, and fellows

STUDENT LIFE

  • The Campus Alert system is the University of Utah’s mass notification system to provide information to students, faculty, and staff of emergencies (snow closures, blocked roads, power outages, gas leaks, etc.). The Campus Alert System will notify students via email, text message, or telephone voice message. Students must opt in to this alert system to receive campus alert messages. To register for campus alerts, go here. 

  • The interdisciplinary Health Sciences Safety Committee was initiated to help achieve and maintain a culture of safety with a focus on the educational corridor that includes the Schools of Medicine and Dentistry, Spencer S. Eccles Health Sciences Library, Health Sciences Education Building (HSEB), and the Colleges of Nursing, Health and Pharmacy. Every Spencer Fox Eccles School of Medicine class has two student safety officers that are members of this committee. Students are encouraged to identify or report to student safety officers or Spencer Fox Eccles School of Medicine staff or faculty on the committee any safety issues of concern.

    Medical student safety in all learning environments is a priority. Responsibility for a crime lies with the person committing it; however, there are some things students can do to reduce their risk of experiencing a crime. Please remember:

    Use the U’s SafeRide program or a courtesy escort (main campus: 801-585-2677; University Hospital: 801-581-2294) to get around campus. 

    If you feel uneasy, leave the area. Go to a safe location and notify University Police at 801-585-2677, or in case of an emergency, dial 911.

    Take care of one another and consider stopping and being present until help arrives in situations where someone may be experiencing harm. The person causing harm may stop if other people are around. Report any suspicious activities to University Police at 801-585-2677. Be prepared to provide as many details as possible.

    Be aware of emergency blue light telephones around campus that ring directly to the University Police. All campus and pay phones can access emergency services by dialing 9- 911 

    Be aware of your surroundings and avoid distractions. Try to avoid isolated or dark areas. Walk in groups whenever you can—there is safety in numbers. If a person approaches you in a way that makes you uncomfortable, maintain a distance and be observant; if they are in a vehicle, get the license plate number, make, model, color, and any additional identifiers, such as damage to the vehicle and direction of flight, if possible.

    Do not leave personal items (computer, keys, purse, backpack, etc.) unattended

    Register your personal property with the Department of Public Safety. 

    Secure your computer/laptop. Computer-savvy thieves can access your files and personal information. Password-lock your equipment or log off when your computer is unattended

    Lock your bicycle in racks outside campus buildings (not to trees or railings). Take easy-to-steal items (helmet, pump, bottles, quick release seat, etc.) with you

    Lock the outside door of secured buildings and do not allow unauthorized people in after hours. When at home, please make sure all doors are locked, and safety measures are put in place. 

    Additional support and resources are available at the SafeU website, the SafeUT app, through the U’s Basic Needs Center, and/or by submitting a report of mistreatment through the Advocate system. 

  • During Orientation week, medical students will be issued a Spencer Fox Eccles School of Medicine photo identification name badge through the U Card Office. Students must always wear their name badge when they participate in clinical activities, including outpatient and SFESOM sponsored community service-learning activities. Institution-specific photo identification name badges will be issued to students rotating through the VA Medical Center, Primary Children’s Hospital, and the Intermountain Medical Center.

    Students rotating through the Huntsman Cancer Institute must wear their Spencer Fox Eccles School of Medicine ID badge.

    Identification (ID) badges are a regulatory requirement and an important tool to help ensure a safe environment for workforce members, non-staff members, patients, and other visitors to University Health Care sites. Only the U Card Office, in conjunction with Hospital Security, may approve the attachment of necessary pins and stickers to the ID badge.

    The ID badge must be worn so that it is easily readable by patients and hospital personnel. The badge may not be clipped to a waistband or belt, put inside a pocket, or otherwise obscured by clothing.

    The student’s photo ID badge provides cafeteria and library privileges, after-hours entry to the Health Sciences Center buildings, bookstore discounts, and use of recreational facilities.

    The Student ID Badge is issued to medical students for free. If the card is lost or damaged, or if a name change is required, there will be a replacement cost.

  • Student professional dress and conduct should always reflect the dignity and standards of the medical profession. Medical students must dress in a manner that is respectful to their professors, classmates, patients, and staff. Student dress will present a professional appearance to patients, staff, and the public, and comply with Joint Commission on the Accreditation of Healthcare Organizations and Occupational Safety and Health Administration standards where applicable.

    Guidelines for professional dress are listed below. Course directors have the authority to set dress code requirements at their discretion. These dress codes may be more specific or less rigorous than the guidelines outlined herein. Students should refer to course syllabi for specific details. These guidelines include medical student attire on days that do not involve patient care responsibilities. 

    ID Badge - Proper identification as required by each training site must be worn and clearly displayed at all times. The ID badge must be worn so that it is easily readable by patients and hospital personnel. The badge may not be clipped to a waistband or belt, put inside a pocket or otherwise obscured by clothing.

    White Coats - Only white coats that meet the Spencer Fox Eccles School of Medicine standards are allowed, and coats must be clean and neat. If wearing scrubs outside the operating area, a clean white coat should be worn over scrubs.

    Scrubs - Scrubs should not be worn outside of the hospital. Scrubs are expected to be clean when worn in a public area, and should be covered with a white coat. The ID Badge must be worn outside the white coat. Scrubs may be worn only as delineated by individual departmental policy.

    Shoes - Footwear must be clean, in good condition, and appropriate. For safety reasons, open-toed shoes and sandals are not allowed in patient care areas.

    Style - No tank or halter tops, midriffs or tube tops. No sweatshirts or shirts with messages, lettering or logos (except UUMC, LDS/IMC or VAMC). No shorts or jeans.

    Fragrance - No colognes, perfumes, or scented hairspray.

    Hands - Fingernails must be clean and short to allow for proper hand hygiene, use of instruments, to prevent glove puncture and prevent injury to the patient. Artificial nails and nail polish are prohibited.

    Hygiene - Daily hygiene must include clean teeth, hair, clothes, and body, including use of deodorant. Clothing should be clean, pressed, and in good condition.

    Hair - Mustaches, hair longer than chin length, and beards must be clean and well-trimmed. Students with long hair who participate in patient care should wear their hair tied back to avoid interfering with the performance of procedures or coming into contact with the patient.

    Headwear - Hats, caps, and sunglasses should not be worn in the classroom or in the clinical setting.

    Jewelry - Jewelry should not be functionally restrictive or excessive. Stud-type earrings are acceptable. Wearing more than one earring in each ear is discouraged. There should be no visible jewelry in body piercings, except stud earrings. Nose piercings that have religious significance are acceptable. No other facial jewelry (e.g., tongue, eyebrow piercings etc.) is allowed.

    Tattoos - All tattoos shall be appropriately covered so as not to be visible. An employee may be asked to cover tattoos, depending on the unit or business need. For example, any tattoo that could be perceived as offensive or hostile in the workplace based on racial, sexual, religious, ethnic or other characteristics of a sensitive or legally protected nature that would diminish your effectiveness in your ability to provide care for our patients or support your co-workers must be covered during your shifts.

    Students in violation of course specific dress codes or the guidelines above may be asked to change into appropriate attire. Repeated violations will result in referral to the Office of Student Affairs and presentation of the student to the Promotions Committee.

    GUIDELINES FOR ATTIRE IN CLINICAL ENVIRONMENTS, SIMULATED CLINICAL ENVIRONMENTS, LABS, AND FOR PATIENT PRESENTATIONS:
    When choosing attire, please keep in mind these GUIDING PRINCIPLES, which support the Mission Statement and Vision of the Spencer Fox Eccles School of Medicine:

    Safety in your location (hospital, clinical site, laboratories)

    For example, close-toed shoes should be worn in hospitals, clinics and laboratories to prevent injury from falling objectives, needles, or substances)

    Patient experience (hospitals, clinical sites, classroom settings for patient presentations, or simulated patient experiences)

    Medical facilities can be anxiety-provoking and seen as unfriendly to patients.  Patient centered care is reflected through our behavior and attitudes. Ask yourself, do I set a warm, approachable tone to the average patient? In addition to our behavior, clothing and attire can illustrate respect for a patient.  Ask yourself, how can I demonstrate respect for patients through my clothing/attire, especially knowing they may be in a vulnerable place?

    ADHERING TO SITE ATTIRE EXPECTATIONS:
    Hospitals, Clinical Sites, and Laboratories (including the Clinical Skills Lab and Teaching Laboratories) may have specific dress codes for safety, regulatory, or simulation purposes. All students in these facilities are expected to follow the dress codes as outlined. For Patient Presentations in classroom settings, students are expected to adhere to University of Utah hospital and clinic guidelines.

    For other hospitals/sites, please review expected attire guidelines and ask if you are unsure of what is appropriate.

    DISCRIMINATION CONCERNS
    If you have a concern that the dress code at a clinical site is discriminatory in any way, you may file a complaint here.

  • To protect the health of patients, students and the community, medical students are required to meet SFESOM immunization requirements for health care workers at all times during their medical education. Admitted students must complete and submit the AAMC Standardized Immunization Form to Student Health Services along with primary documentation that immunization requirements have been met. Additionally, prior to and while working in patient care venues, students must submit to Student Health Services annual documentation of seasonal influenza immunization and, when required by the State or as a result of patient contact, tuberculosis testing. Immunization requirements must be met and all immunizations must be current as a condition of ongoing enrollment and prior to participating in Spencer Fox Eccles School of Medicine learning activities. Students can upload immunization records in their Patient Portal through the Student Health Center. Additional details are placed in the student Canvas course. 

  • Spencer Fox Eccles School of Medicine Student Interest Groups must register with Student Leadership and Involvement (SLI) and the Spencer Fox Eccles School of Medicine Office of Student Affairs. Registration for each group or organization must be submitted annually and approved by the Associate Dean of Student Affairs before the group can hold formal activities, events, or meetings during the academic year. Registration forms must be completed on a date to be determined prior to Freshman Orientation in August of the current academic year. The interest group advisor must be a Spencer Fox Eccles School of Medicine faculty member. Membership must be open to all medical students. Interest Group membership cannot be denied on the basis of race, color, sex, sexual orientation, religion, national or ethnic origin, veteran status, or physical disability.

    Medical students and medical student interest groups or organizations/associations may not solicit monetary or in-kind support from pharmaceutical or medical device industry representatives, and may not accept gifts or incentives in any form. Medical students and medical student interest groups or organizations/ associations are expected to adhere to the Industry Relations Policy in addition to the policy prohibiting pharmaceutical and medical device industry relationships.

    The Associate Dean of Student Affairs may terminate an approved student interest group if the group fails to abide by University of Utah rules and regulations or state law.

    Further information and registration information can be found on the SLI website. 

  • Alpha Omega Alpha (AΩA) is an academic honor society comprised of the top-performing medical students in the nation. Election to AΩA signifies a lasting commitment to scholarship, leadership, professionalism, and service. Membership in the society confers recognition for medical students’ dedication to the profession and art of healing.

    Approximately 15% of each medical school class may be nominated to AΩA. Eligible University of Utah Spencer Fox Eccles School of Medicine AΩA applicants will have scholastic qualifications placing them in the upper twenty-five percent of their class. Additionally, the nominees’ leadership skills, ethical standards, fairness in dealing with colleagues, demonstrated professionalism, potential for achievement in medicine, and a record of service to the school and community at large shall be considered.

    Students may be nominated for election to the AΩA Society at two points in their medical education; at the start of Phase 3 and the start of Phase 4. Medical students wishing to be considered for AΩA must sign and submit an AΩA release of information form to the Office of Student Affairs.

    Names of the top AΩA applicants in this ranking group (on average, 5% of the class) will be forwarded to the AΩA chapter Councilor (Robert Hoffman, M.D.) and the Associate Dean of Student Affairs for review. Upon approval of the Councilor and the Associate Dean of Student Affairs, qualified applicants will be nominated to the Society.

    Names of the top AΩA applicants in this ranking group (on average, 10% of the class) will be forwarded to the AΩA Councilor (Robert Hoffman, MD) and the Associate Dean of Student Affairs for review. Upon approval of the Councilor and the Associate Dean of Student Affairs, qualified applicants will be nominated to the Society.

    Nominated candidates will be declared, elected, and inducted into the Society only after registration with the national AΩA office is completed and first year dues have been paid.

    GOLD HUMANISM MEDICAL SOCIETY

    The Gold Humanism Honor Society (GHHS) recognizes students, residents, and faculty who are exemplars of compassionate patient care and who serve as role models, mentors, and leaders in medicine. GHHS members are peer nominated and are the ones that others say they want taking care of their own family.

    Membership in GHHS goes beyond selection and induction into an honor society. Its members have a responsibility to model, support, and advocate for compassionate, patient-centered care throughout their careers. The creation of a GHHS chapter signifies to the medical community that an institution places high value on the interpersonal skills and attitudes that are essential for the highest level of patientcare.

  • The Spencer S. Eccles Health Sciences Library provides access to the published literature through licensing electronic journals that is the “version of record”, replacing print journals as the industry standard. For items not locally available, the library obtains needed items on demand at no charge to students through interlibrary loan.

  • The Spencer Fox Eccles School of Medicine Learning Resource Center includes a Student Resource Library and a Learning Enrichment Center housed in the Academic Success Program. The Resource Library houses hard copy references, study aids for shelf and board exams, standard reference texts, academic resources, student computers and match and residency training information. The library is located in Spencer Fox Eccles School of Medicine 27 South Mario Capecchi Dr. (Building 379)

  • Modular, individual, and group study space is available in the Health Science Education Building and Eccles Health Sciences Library. Additional group and individual study space is available for medical students in building 379 on the first floor.

  • 201 South Presidents Circle John R . Park Building, Room 135 

    Phone: (801) 581-8365 FAX: (801) 585-5746 

    E-Mail: oeo@utah.edu 

    ADDRESSING DISCRIMINATION AND SEXUAL MISCONDUCT TRAINING 
    The Office of Equal Opportunity and Affirmative Action (OEO/AA) provides information and training to the University community regarding their equal opportunity and affirmative action rights and responsibilities. OEO/AA encourages outreach and recruitment of diverse students, faculty, and staff in programs and activities, and acts as a resource for students regarding projects and assignments. In addition, this office consults with any member of the campus community regarding equal opportunity and affirmative action issues and possible violations. Complaints may be filed by employment applicants, faculty, students, staff, and participants in University programs or services who feel they may have been discriminated against based on race, color, religion, national origin,     sex, sexual orientation, age, status as a disabled individual, disabled veteran, or veteran. Cognizable allegations of discrimination, including sexual harassment and retaliation, will be investigated by OEO/AA. 

    PREGNANCY AND PREGNANCY-RELATED ACCOMMODATIONS 
    The University is committed to creating an inclusive and accessible environment for pregnant and parenting students and employees.  Pregnant students and employees cannot be excluded from educational or employment opportunities, programs or services and must be treated as others who have temporary medical conditions.   Reasonable accommodations must be provided to allow a pregnant student to fully participate in educational and employment opportunities.  Oftentimes, pregnant and parenting students and employees can arrange necessary flexibility by working directly with their instructors, supervisors or departments.  Requests for accommodations may also be made to the OEO/AA.  Additional information, including requests to apply for pregnancy-related accommodations here.  

    CENTER FOR DISABILITY AND ACCESS (CDA)

    Center for Disability and Access 

    200 South Central Campus Drive, Olpin Student Union Building, Room 162 

    Phone (Voice/TDD): (801) 581-5020 

    Email: info@disability.utah.edu 

    The School of Medicine seeks to provide equal access to its programs, services and activities for all medical students. The Center for Disability and Access (CDA) provides accommodations and support for the educational development of medical students with disabilities. Medical students with a documented disability and students seeking to establish the existence of a disability and to request accommodations are required to meet with CDA Advisors to establish eligibility. The CDA will work closely with eligible students and the Academic Success Program to ensure that approved accommodations are implemented. The School of Medicine and CDA maintain a collegial, cooperative, and collaborative relationship to ensure compliance with federal and state regulations for students with disabilities. 

    New CDA Students  

    Continuing CDA Students 

    Steven Baumann, EdD, School of Medicine Senior Director of Academic Success Program, and Rebecca Lish, Director of Academic Success Program, serve as the liaisons between the School of Medicine and the Center for Disability and Access. 

    Academic Success Program 

    Building 379, Room 129 

    Phone: 801-587-9797 

    Email: Steven.Baumann@hsc.utah.edu or Rebecca.Lish@hsc.utah.edu 

  • MAIN CAMPUS FINANCIAL AID
    The University of Utah Financial Aid and Scholarships Office is located in the Student Services Building, Room 105 (105SSB). Staff members are available to assist medical students between 8:00 am.to 5:00 pm Monday, Wednesday, Thursday, and Friday, and Tuesday from 12pm to 5:00 pm on Tuesday. Students may contact the office at (801) 581-6211.

    Spencer Fox Eccles School of Medicine FINANCIAL AID
    The Spencer Fox Eccles School of Medicine Internal Financial Aid Administrator assists medical students with the financial aid application process (FAFSA), manages medical student scholarships and institutional loans, advises students on their debt management and on loan repayment options, conducts exit interviews, reviews and monitors cost of attendance calculations, and liaises with the University Financial Aid Office. Students may arrange appointments with the Spencer Fox Eccles School of Medicine Financial Aid Administrator, Wendy Clark.

    Wendy Clark, Spencer Fox Eccles School of Medicine Financial Aid Officer

    Spencer Fox Eccles School of Medicine Office:(801)-581-6499

    Email wendy.clark@hsc.utah.edu

    Students awarded financial aid will receive notification at the beginning of the academic year. Financial aid awards must be officially accepted by each student. If a student receives a Federal Unsubsidized Stafford Loan, a Master Promissory Note and Entrance Counseling needs to be completed before receiving the loan and only needs to be completed once. A promissory note for institutional loans, which include Primary Care Loan, and any loans from the medical school, must be signed at the beginning of each academic year along with the completion of the Loan Entrance Counseling. Once this has been done, funds are processed through the Income Accounting Office, where tuition and fees are deducted. If the award exceeds the cost of tuition and fees, the student will receive a remainder check for the balance or the balance can be direct deposited to a designated personal bank account. If the award does not fully cover tuition and fees, the balance must be paid by the tuition due date or a late fee will be assessed and classes may be dropped.

  • The Income Accounting Office is located at 165 Student Services Building. This Office assists medical students with tuition bills, tuition account refunds, third-party tuition bills, tuition reductions, graduate tuition benefits, and all other student tuition issues. Medical students may pay tuition and fees and purchase insurance at the Income Accounting Office.

    Bills are generated for institutional charges, federal and short-term loans, and dishonored checks, and are sent to students and borrowers from this office. This office counsels student loan borrowers with payment issues, federal loan deferments and cancellation requirements, loan entrance and exit counseling, and credit reporting issues. Find out more.

  • The University’s Registrar Office assists medical students and Spencer Fox Eccles School of Medicine staff with registration, graduation, grading, academic calendars, transcripts, verifications, veteran services, scheduling, FERPA, policy, procedures, and student information. The Registrar Office is located at 250 Student Services Building. Infractions (academic, financial, health, etc.) that result in withholding of registration and/or withholding of release of the transcript must be addressed department placing the hold at the Registrar Office. 

    Spencer Fox Eccles School of Medicine REGISTRAR
    The Spencer Fox Eccles School of Medicine Internal Registrar ensures the accuracy of medical student records, coordinates student registration, and certifies candidates for graduation from medical school. The Spencer Fox Eccles School of Medicine Registrar liaises with the University Registrar.

    Cindy Cario, Spencer Fox Eccles School of Medicine Registrar Spencer Fox Eccles School of Medicine

    Office: (801) 585-7610

    Email: somregistrar@hsc.utah.edu

    Campus Recreation 

    POLICY AND PROCEDURE FOR A MEMBER OF THE FACULTY/ ADMINISTRATION TO GAIN ACCESS TO A MEDICAL STUDENT’S FILE.
    Access to the OnBase platform for electronic student files is granted by the Spencer Fox Eccles School of Medicine Registrar. The only individuals with access are the Spencer Fox Eccles School of Medicine Registrar’s Office, who can upload and view all documents, and Spencer Fox Eccles School of Medicine Admissions Office, who can only upload and view admissions application documents.

    Access to our Spencer Fox Eccles School of Medicine Tools Application is granted by the Director of Student Affairs and Director of Medical Education.

    Access to our SOM Tools Application is granted by the Director of Student Affairs and Director of Medical Education.

    For faculty/administration access outside of OnBase or Spencer Fox Eccles School of Medicine Tools, a formal request must be submitted to the Spencer Fox Eccles School of Medicine Registrar’s Office. The Spencer Fox Eccles School of Medicine Registrar determines if the school official has a legitimate educational interest.

    If yes, copies of requested documents or reports are provided and the school official is reminded that the documents are FERPA-protected and cannot be distributed without the student’s consent.

    If no, the request is denied, and the school official is informed that the request can be granted once a student’s written consent is received.

    WITHDRAWAL POLICY
    After a course has begun, students have the option to withdraw until the midpoint of the course. Requests to withdraw are submitted to the Spencer Fox Eccles School of Medicine Registrar to process, and a grade of “W” is placed on the course. Students are encouraged to meet with the Associate Dean of Student Affairs and/or the Academic Advisor to discuss potential issues of withdrawing from courses (course repeats, delay of graduation, etc.).

    After the midpoint of the course through the last day of the session, students may petition to withdraw from their class(es) for a non-academic emergency. Petition forms are obtained from the Spencer Fox Eccles School of Medicine Registrar’s Office and must be turned in by the last day of the course. Petitions to withdraw after the midpoint require a letter of support from the Associate Dean of Student Affairs.

  • Current tuition rates and a breakdown of fees per semester can be found here.

  • With the exception of noncredit courses offered through Academic Outreach and Continuing Education, currently enrolled medical students may only register for nonmedical credit courses at no additional cost with the approval of the Associate Dean of Student Affairs. Non-medical school courses may not interfere with the medical school curriculum as attendance in all medical school learning activities is expected.

    Medical students on a Leave of Absence and students between their first and second years of medical school are not eligible for this benefit. All students must pay full price for Continuing Education courses. Medical students engaged in the graduate portion of a dual degree program (MD/MPH, MD/MSPH, MD/MBA, MD/PhD) seeking to enroll in University courses outside of those required for their graduate work must follow the policies and practices of the graduate program in which they are enrolled.

  • The University of Utah Housing and Residential Education Department assists medical students with housing needs and provides information regarding single student/family accommodations on campus. For housing inquiries, please contact the Housing and Residential Education Department at 801-587-2002.

  • Medical students are entitled to free use of the facilities at the George S. Eccles Student Life Center. Medical students who are between their first and second year of medical school must pay a nominal fee for summer use of the Student Life Center. 

  • The Department of Commuter Services requires students who drive to campus to register their vehicles and purchase annual parking permits. Vehicles are cited under a University citation system for rule infractions. Parking citations may be appealed. Complete campus parking regulations are listed in the Parking Regulations Brochure available from Parking Services. More information can be found at the website noted below.

  • Medical students have a UTA Ed Pass embedded in their Spencer Fox Eccles School of Medicine ID. The ID badge can be used on all UTA vehicles. Students must use their ID for the electronic reader, tap on/tap off system. Card readers are located at all doors on UTA busses and near the entrances to all TRAX and Front Runner platforms. Be sure to tap on when boarding and tap off when exiting to validate your fare.

  • All students are required to have continuous health insurance coverage from medical school matriculation through graduation. Options include University of Utah Student Health Insurance, private individual insurance, Medicaid, coverage on parents’ or spouse’s insurance, or enrollment in a group policy such as Utah Medical, American Medical, or American Medical Student Associations. Medical students will be regularly and randomly audited for proof of ongoing health insurance coverage. If an audited student is found to be without health insurance, they will be pulled from their curriculum until they can provide documentation that their health insurance policy is active.

  • Medical students are automatically enrolled in group disability insurance through the University of Utah Spencer Fox Eccles School of Medicine Sponsored Group Disability Program underwritten by The Guardian. Insurance premiums are included in the cost of attendance. Students may not opt out of the disability insurance policy, nor may they further expand their coverage within the policy. This plan includes a conversion privilege to continue disability insurance coverage under an individual plan after graduation.

  • The Dean’s Office allocates funds annually to each medical school class and to the student body to support school-related activities. Class funds are allocated by class presidents. General student body funds are allocated by the student body officers. Dean’s Office funds must be used following University of Utah and Spencer Fox Eccles School of Medicine guidelines and approval by the Spencer Fox Eccles School of Medicine Office of Student Affairs and Office of Finance.

    ASUU FUNDS

    Spencer Fox Eccles School of Medicine Student Interest Groups may apply for funding in support of Interest Group activities through ASUU. The ASUU medical student senator and/or Interest Group member may submit requests for ASUU funds. The request should include an explanation of how the monies would benefit the student body.

    SUPPORT FOR STUDENT TRAVEL TO NATIONAL OR REGIONAL CONFERENCES

    Medical students invited to present research results at regional or national conferences are encouraged to seek funding for travel expenses from their sponsoring department. Requests for funding support from the Dean’s Office fund will be considered by the student body officers on a case-by-case basis.

    SUPPORT FOR SPONSORED INTERNATIONAL TRAVEL EXPERIENCES MEDICAL

    Students participating in international travel programs through the Spencer Fox Eccles School of Medicine may be eligible for travel fund support through the University of Utah Office of International Education and Study Abroad Office (200 Central Campus Drive, Rm 159, SLC, UT 84112, Phone 801-581-5849). For additional information regarding funding support for University of Utah approved international experience, go here.  

UPDATES

  • Updates to the University of Utah Spencer Fox Eccles School of Medicine Student Handbook will be denoted and distributed electronically to the official class listservs, Dean’s Office Faculty and Staff listservs. This is the most up-to-date version of the handbook.