Standards for Advancement and Graduation

Granting the Doctor of Medicine degree by the Board of Trustees at Avalon University School of Medicine is based on the recommendations from the Promotions Committee. This recommendation is based upon the following criteria and processes:

  • Required to achieve at least a satisfactory grade in all courses in the Basic Science curriculum.
  • Required to obtain a minimum score of 64 on the NBME Comprehensive Basic Science Exam to move from MD-5 to clinical rotations.

  • Required to achieve at least a satisfactory grade in all courses in the Clinical Science curriculum.
  • Required to achieve a passing score on the OSCE.

To continue within the curriculum, receive promotion from year to year, and ultimately graduate from Avalon, each student must be deemed qualified by the appropriate faculty in addition to the Promotions Committee based on Avalon’s essential functions for admission, continuation, and graduation. A student must have a minimum of a satisfactory grade to be promoted as well as completing the comprehensive exams at the end of MD2 and MD4.

Mandatory USMLE requirements and additional graduation criteria effective for students (new entrants) entering Avalon University School of Medicine from January 2021 onwards :
  • It is a requirement that students pass USMLE Step 1 before proceeding to clinical training/rotations.
  • The passing of USMLE Step 2 Clinical Knowledge and USMLE Step 2 Clinical Skills are graduation prerequisites.
  • This policy is applicable regardless of origin or final practicing of students.

Assessment Methods of Avalon University School of Medicine

Assessments for students are based on fair principles and feedback is provided to students in a timely and effective manner. The purpose of assessments is to determine if the student has acquired comprehensive knowledge, skills, behavior and attitude. This enables the faculty to promote the student to the next level of education. The assessments also ensure the graduates have acquired fundamental knowledge and skills to safely practice in the communities they serve.

Summative Assessment
  • To assess the student’s knowledge, skills and attitudes
  • To provide the students with a letter grade informing them whether they passed or failed
  • To provide feedback to the students
Formative Assessment
  • To inform students of required knowledge for the future
  • To identify student’s lack of performance and to assist with improvement in a timely fashion
  • To provide feedback to teachers about how to assist the student.
  • To measure the student’s progress over time, which can help them to continuously improve.
  • To motivate students to study and encourage them to do their best.

AUSOM’s course leaning objectives are developed using the verbs of Bloom’s Taxonomy. MCQ’s are widely used to assess knowledge, comprehension, application and analysis levels. Additional methods of assessment are employed to assess synthesis and evaluation levels.

Assessment of Students at Avalon University School of Medicine

Each semester, students are assessed based on knowledge, skills and attitudes of learning for promotion and graduation. In addition, students are formatively assessed, which fosters the students learning. Assessment formats include, but are not limited to, MCQ’s, short answers, lab examinations, oral exams, work place-based assessments and OSCE. By graduation, students are expected to serve the community and patients as competent physicians and are committed to public health and patient’s safety while maintaining the highest standards of professionalism and ethical behavior required for medical practice.

All courses are aligned to incorporate, and students are assessed by, the following learning objectives, which are achieved throughout the four years of the MD program.

Medical Knowledge
  • Students should be able to describe the normal function and structure of the human body.
  • Students should be able to differentiate – Compare and contrast normal variation and pathological states in the structure and function of the human body.
  • Students should be able to describe analytic methods (laboratory, quantitative methods, and Evidence-Based medicine principles) and apply them in patient care.
  • Students should be able to apply the scientific method for the acquisition of new knowledge, for critical appraisal of published knowledge, and to problem solving in the laboratory.
Patient Care
  • Students should be able to categorize, describe, and use various therapeutic methods in the treatment of illness and disease.
  • Students should be able to identify life-threatening conditions that require immediate and specific interventions.
  • Students should be able to provide precise, timely, and comprehensive patient care that is documented appropriately.
  • Students should be able to perform and accurately record findings and observations derived from physical examinations.
  • Students should be able to choose appropriate laboratory tests and/or diagnostic procedures and accurately interpret results.
  • Students should be able to generate a comprehensive list of diagnostic considerations based on the integration of historical, physical, laboratory findings, radiological and other diagnostic procedures.
Interpersonal Communication Skills
  • Students should be able to communicate clearly, respectfully and compassionately with patients, families, colleagues, and members of the health care team.
  • Students should be able to communicate knowledge, interpretation and recommendations orally and/or in writing to a wide range of professional or lay audience in culturally appropriate ways.
Professionalism
  • Students should be able to describe fundamental ethical principles and how they apply in patient care and medical practice.
  • Students should recognize and avoid the conflicts of interest that can arise in medical practice.
  • Students should be able to apply the highest ethical standards in all professional activities, along with displaying compassion in interactions with all patients regardless of race, gender, ethnicity, sexual orientation, socio-economic status and disability.
  • Students should be able to demonstrate respect for the beliefs, opinions and privacy of patients, families, and members of the health care team.
  • Students should demonstrate scrupulous honesty in all professional matters.
  • Students should provide compassionate and culturally appropriate care in all stages of the life cycle.

  • Students should preserve patient’s dignity in all interactions.
  • Students should demonstrate advocacy for the interests and needs of patients.
Practice-Based Learning
  • Students should be able to review and critically appraise biomedical literature and evidence for ongoing improvement of the practice of medicine
  • Student should exhibit commitment and aptitude for life-long learning and continuing improvement
System-Based Learning
  • Students should be able to Support optimal patient care through identifying and using resources of the health care system
Assessment in the First Two Years

Typical assessment format for a Basic Science course

Grading Formula for HSF1, MBM1, MBB1, DIT1

Assessment Weight(%) Information – Assessment Method (s)
Formative Assessment 1 (4th Week) MCQs/Short Answer Questions/Concept Mapping
Formative Assessment 2 (12th Week) MCQs/Short Answer Questions/Concept Mapping
Summative Assessment 1/ Mid-Semester Exam (7th Week) 25% 100 MCQ questions (Refer to the blueprint for details)
Summative Assessment 2/ Final-Semester Exam (15th Week) 50% 150 MCQ questions from the entire semester (Refer to the blueprint for details)
Other points- (Skills and Attitudes) 25%
  • Weekly or daily quizzes/
    Summative quizzes (10%)
  • Classroom assignments (5%)
  • Professional Behavior including
    Attendance and Attitude (5%)
  • Lab/Oral examinations (5%)
Total 100%

Grading Formula for HSF2, MBM2, MBB2, DIT2

Assessment Weight(%) Information – Assessment Method (s)
Formative Assessment 1 (4th Week) MCQs/Short Answer Questions/Concept Mapping
Formative Assessment 2 (12th Week) MCQs/Short Answer Questions/Concept Mapping
Summative Assessment 1/ Mid-Semester Exam (7th Week) 25% 100 MCQ questions (Refer to the blueprint for details)
Summative Assessment 2/ Final-Semester Exam (15th Week) 50% Equated percentage score from all subject exams of this course (Refer to NBME blueprint for details)
Other points- (Skills and Attitudes) 25%
  • Weekly or daily quizzes/
    Summative quizzes (10%)
  • Classroom assignments (5%)
  • Professional Behavior including
    Attendance and Attitude (5%)
  • Lab/Oral examinations (5%)
Total 100%

Grading Formula for Epidemiology & Biostatistics:

Assessment Weight(%) Information – Assessment Method (s)
Formative Assessment 1 (4th Week) Short answers fill in the blanks and MCQs
Summative assessment – 4th week 5% Standard MCQ’s
Mid-semester exam- 7th week 25% Standard MCQ’s
Formative assessment-10th week Short answers fill in the blanks and MCQs
Summative assessment – 12th week 5% Standard MCQ’s
Final exams- 15th week 50% Standard MCQ’s
Skills and Attitudes
– Small class projects – 5%
– Assignments – 5%
– Professional behavior and attendance- 5%
15% – Submission of the required analysis of the research article abstract with questions
– Oral quiz or a small class project
– Submission of at least one active engagement exercise
Total 100% None

PBL 1 to 4 will be pass or fail (Minimum 70%). No change in rubrics and credit hours CS 1 to 4, EBM 1 to 3, no change in grading formula

Evidence-Based Medicine MD3: Grade distribution

Assessment Weight(%) Assessment Period
Experiential: Library Search 10% Week 5/6
Experiential: Systematic Review Rubrics and Critical Appraisal Paper 25% Week 12
EBM Systematic Review Presentation 20% Week 14
Preparation for Research Project 15% Submission of Planning Your Review Document on Week 14
Final Examination (50 MCQ), including class participation 30% Week 13
Total 100%

Grading Formula for Medical Ethics & Clinical Skills 1

Assessment Weight(%)
Mid Semester Exam 40%
Final Exam 40%
Community Services 10%
Attendance and Professional behavior during the classroom, group discussions and practice, and SP – program 5%
Summative Quiz 5%
Total 100%

Grading Formula for Clinical Skills 2, 3, & 4

Assessment Weight(%)
Mid Semester Exam 40%
Final Exam 40%
Community Services 10%
Attendance and Professional behavior during the classroom, group discussions and practice, and SP – program 10%
Total 100%
Assessment During Clinical Program

Students are assessed throughout two years of the clinical program during core and elective rotations. (All clinical rotations are to start on Mondays and end on Fridays.)

  • Students are required to show certain competencies during clinical rotations to be promoted.
  • Students are also provided with formative assessment and feedback during the completion of the mid-rotation assessment form. The formative assessments are helpful in providing feedback to inform students about their strengths and weaknesses.
  • Students are also required to maintain a list of CCE (Core Clinical Experiences) during their clinical rotations.
  • For the elective rotations student’s summative assessments are based on the assessment by the preceptor.
  • For core rotations, student’s summative assessments are based on assessment by the preceptor along with NBME shelf exams.
Core Rotations
  • NBME Shelf Exam (clinical knowledge and clinical reasoning) – 30% of the grade
  • Patient Encounter Portfolio/Logbooks – 10% of the grade.

  • Assessment of the students by physicians- (knowledge, skills and attitudes) – 60% of the grade
Elective Rotations

Assessment of the students by Physicians (knowledge, skills and attitudes) – 100% of the grade

Components Assessed by Physicians During Rotations

  • Patient Care and Clinical Skills
  • Accurate and systemic history taking skills
  • Thorough comprehensive and focused organ-specific physical exam.

  • Document psychosocial issues with patients Identify and prioritize patient problems.
  • Recognizes the importance of interdisciplinary management plan.
  • Identifies and instructs routine health and preventative issues.

  • Understands appropriate use of tests and procedures.
Interpersonal & Communication Skills
  • Communicates clearly and establishes rapport and confidence with patient.

  • Shows respect, conveys empathy, and sensitive to patient needs.

  • Communicates with patient and family regarding patient care.
  • Presents data and patient problems in a clear and well-organized manner.
  • Organized documentation to communicate with the rest of the health care team- SOAP notes.
Medical Knowledge
  • Extensive fund of knowledge of patient problems (H and P. Available Data).
  • Develops knowledge-based management plans from data collection and literature review.
  • Aware of outcomes and possible complications.
  • Use of basic and clinical science knowledge to understand the pathophysiology and develop a differential diagnosis
  • Demonstrates knowledge to organize and prioritize a patient problem list.
  • Knowledge of comorbid conditions and its effect on formulating a treatment plan.
Professionalism
  • Appropriate appearance, behavior, and conduct.
  • Demonstrates honesty, integrity, respect, and compassion.
  • Behaves respectfully towards patient and family.
  • Accepts criticism, displays self-reflection to improve patient care.
  • Sensitive to psychosocial issues, cultural and religious diversity.
  • Committed to ethical principles, confidentiality, informed consent, and withholding care.
  • Pursues self-directed learning.
  • Effective team member accepts diverse views, maintains communication to enhance patient care.
Practice-Based Learning
  • Utilizing all available resources – seek information from books, medical literature, conferences, discussions, and use of information
System-Based Learning
  • Advocate for quality healthcare
  • Affordability and access in the delivery of healthcare
  • Aware of issues with insurance, cost, and allocation of resources.

  • Effect of the complexity of healthcare on patient, family and other team members.
  • Assist system in discharge planning and after-care.
Appendix:
Clinical Evaluation form
NBME Comprehensive Exam Policy

Passing the NBME Comprehensive exam with a 64 or better is a requirement to receive school verification for the USMLE Step 1 exam which is a prerequisite to begin clinical rotations. Students will receive a maximum of 3 attempts to pass the exam. Students are not permitted to take the USMLE Step 1 without receiving a passing score of 64 or better on the NBME Comprehensive exam. (Please note, if you have passed the USMLE Step 1 this policy does not affect you). Students should take the USMLE Step 1 within 4 months of receiving a minimum passing score of 64.

  • MD5 Students – The first attempt will be scheduled 1 month after the end of the semester.
  • Clinical Transfer Students – The first attempt must be taken within 1 month of date of acceptance.
First Attempt
  • If the student fails the exam with less than a 64 on the first attempt counseling will be made available. Students will have a maximum of 3 months to schedule and take the second attempt.

Second Attempt
  • If the student fails the exam with less than a 64 on the second attempt, they will be provided a maximum of 2 months to schedule and take the 3rd and final attempt.
Third Attempt
  • If the student fails the 3rd and final attempt they will receive automatic dismissal.
Repeat MD-5 Requirement

If you do not receive a passing grade of 64 within the 3 provided attempts on the NBME exam you will have 1 of 3 options.

  • You will be required to retake MD5 at the Curacao campus.
  • You can voluntarily withdraw.

  • You will be dismissed by the Promotions Committee.

There will be no further exceptions granted for additional attempts beyond the 3 provided. There will be no exceptions to these options listed above. Just to reiterate, students must take all 3 attempts within the provided timeline and only if student does not pass the exam within those 3 attempts student will have to repeat MD5, withdrawal or get dismissed.

NBME CBSE exam and USMLE Step 1

Students who have successfully passed the NBME Comprehensive Basic Science Exam (CBSE) must take USMLE Step 1 within four months after passing the NBME CBSE exam. This four-month period includes one month for registration and three months for scheduling and taking the exam. If any student wants to take USMLE Step 1 six months after passing the NBME CBSE exam, the student is required to retake the NBME CBSE exam and achieve a passing score of 64.

Objective Structured Clinical Examination (OSCE) Policy

All students are required to take and successfully pass the OSCE exam prior to obtaining verification for the USMLE Step 2 CS. There will be 4 OSCE exam dates offered throughout the year. ALL core rotations must be completed prior to taking the OSCE.

United States Medical Licensing Exam — Step 2 CS and CK
Step 2 CK policy

Avalon students registering for USMLE Step2 Clinical Knowledge (CK) and requesting the school to verify their Step 2 Clinical Knowledge (CK) application must meet the following:

  • Completed All CORE rotations
  • Pass the NBME Comprehensive Clinical Science Exam (CCSE) with a passing score of 76 or 215. 

NBME CCSE Exam and USMLE Step 2

Students who have successfully passed the NBME Comprehensive Clinical Science Exam (CCSE) must take the Step 2 Clinical Knowledge (CK) Exam within four months after passing the NBME CCSE Exam. This four-month period includes one month for registration and three months for scheduling and taking the exam. If any student wants to take USMLE Step 2 (CK) six months after passing the NBME CCSE, the student is required to retake (and pass with a score of 215 or 76) the NBME CCSE Exam.

NBME CCSE Student Timeline Policy

USMLE Step 2 Clinical Knowledge (CK) Policy and Performance Improvement Requirements:

It is the policy of Avalon University School of Medicine (AUSOM) that students pass USMLE Step 2 CK in order to graduate. This policy is applicable regardless of the origin or final practice of students. To register for USMLE Step 2 CK, applicants must meet several prerequisite requirements.

  • Completion of all Core Rotations
  • Passing NBME CCSE with a minimum score of 76 or 215
  • Applicants must take USMLE Step 2 CK within 4 months of receiving their passing NBME CCSE Score Report.
Performance Improvement Requirements to Facilitate Passing the NBME CCSE in a timely manner:
  • Examinees will receive a maximum of five attempts to pass the NBME CCSE with a score of 76 or 215.
  • First attempt will be automatically scheduled 30 days after the final shelf exam of the final core rotation. If the student fails the exam on the first attempt, a mandatory counseling session will be required with a counselor provided by the student’s clinical coordinator. This session should be scheduled by the student within 7 days of receiving the score report.
  • Second attempt Students will have a maximum of 60 days to schedule and take a second attempt from the date of receiving their score report and completing the mandatory counseling session.
  • Third attempt Students will have a maximum of 90 days from the receipt of their previous attempt’s score report to schedule and take the third attempt. Students scoring less than the passing score of 76 or 215 will be required to complete a mandatory remediation course as stipulated by the Clinical Department. Once remediation is completed, the student will be eligible for a fourth attempt at the NBME CCSE.
  • Fourth attempt – Students who require a fourth attempt must schedule this within 90 days of completing the required remediation course.
  • Fifth / Final attempt – Students who require a fifth attempt must schedule this within 90 days of receiving their previous attempt’s score report. If a passing score is not achieved on the fifth attempt, students will be dismissed.
Passing the NBME CCSE for Graduates:

As of January 1, 2021, it is the policy of AUSOM to require passing USMLE Step 2 in order to graduate. Since Leave of Absence (LOA) policies do not apply for graduates, they may take the NBME CCSE whenever they feel prepared. As of August 1, 2023, all examinees will have a maximum of five attempts to pass the CCSE, if a passing score is not achieved within this attempt limit, the examinee will be permanently ineligible to take the exam with AUSOM.

Policy for students who have failed USMLE Step 1 & Step 2 CK

Students who fail the USMLE Step 1 or Step 2 CK on their first attempt will be scheduled for mandatory remediation counseling within 1 week. An NBME CBSE or CCSE is not required but self assessments are strongly recommended.

Students will be required to sit for their Step 1 or Step 2 CK retake (2nd attempt) within four (4) months of receipt of their original score report. (Please note that ECFMG informs AUSOM when the report has been sent.)

Any student who fails to sit for their retake USMLE Step 1 or Step 2 CK (2nd attempt) by the deadline will be referred to the Promotions Committee for review.

Any student who fails the USMLE Step 1 or Step 2 CK on any subsequent attempt(s) would have to repeat the above steps.

NOTE: All USMLE score reports (pass or fail) must be submitted to the Office of Registrar within 7 days of receipt. (Please note that ECFMG informs AUSOM when the report has been sent.) Students who fail to submit their score reports will have a Registrar Hold placed on their account. Students must submit their failing USMLE Step score report to the Office of the Registrar prior to being certified for the retake.

Per ECFMG, students will have up to four (4) attempts to pass USMLE Step 1 and Step 2 CK respectively. Students who fail to pass USMLE Step 1 or Step 2 CK on their final attempt will be dismissed from Avalon University School of Medicine.

Please note that ECFMG has established rules on how quickly an examinee can retake the same Step exam. You may not take the same examination more than three times within a 12-month period. Your fourth attempt must be at least 12 months after your first attempt at that exam and at least six months after your most recent attempt at that particular exam. This includes incomplete attempts.

Promotions Committee

The goals and objectives of the student promotions committee are to review the student records and files and make determinations in the following circumstances:

  • Course failures occur.

  • Student performance is of marginal calibre or recurring academic difficulties occur.
  • Students have academic grievance issues.
  • Evaluate academic performance.
  • Assess intellectual and professional readiness for continued medical studies.

The promotions committee process is designed to enforce specific guidelines for academic advancement, while at the same time providing an individual review of each student’s situation. A strong student support system is the underlying foundation of the promotions committee. The academic affairs staff strives to work with students in a proactive and sensitive manner to provide early intervention, enabling the student to make necessary changes and increase their chances of success. All promotions committee meetings are private, and the material presented and discussed is confidential. Each individual student is considered on a case-by-case basis and the student’s entire record is evaluated.

Promotions committee academic guidelines

A student’s progress through the curriculum and continued enrollment is secured to specific academic performance criteria.

Academic Probation Criteria
  • All transfer students, or current students of Avalon University School of Medicine, with a GPA < 3.0 will be placed on academic probation during their first semester.
  • Any student who fails a course in any semester or fails a Comprehensive Shelf exam will be placed on academic probation and need to repeat the courses in the following semester.
  • If a student fails three courses in one semester or if he/she fails a Comprehensive Shelf exam, (s)he will not be eligible to promote into upper classes. The student will be required to repeat the failed courses, will not be permitted to register for any other course in that semester, and will be placed on academic probation.
  • If a student fails (“WF” or “F”) a course, fails a Comprehensive Shelf exam, or withdraws (“W”) from a course (s)he is required to complete that course in the upcoming semester and will be placed on academic probation.

Any student placed on academic probation may not be permitted to register for an overload (i.e., more than three courses) during the probation period.

Criteria for Removal from Academic Probation
  • Successful completion of 4-year MD Program.
  • Successful completion of enrolled courses for two consecutive semesters without course failures and/or failure to progress.
  • Transfer students who complete their first semester without course failures.
Criteria for Dismissal from MD Program

Students on academic probation are at risk for dismissal if they also meet one of the following criteria:

  • Failure (“WF” or “F”) of any course while on academic probation.
  • Withdrawal, Failure or Withdrawal-Failure in any repeated course.
  • If a student is inactive for more than a year (including leave of absence), (s)he will be sent to the Promotions Committee for dismissal.
Appeals Process

After discussion with the respective course instructor during the semester, the student has a right to appeal to the Promotions Committee if they feel that an error occurred in the grading system or if they would like to appeal for their promotion.

Appeal to Promotions Committee

The Promotions Committee receives appeals of a course grade and/or placement on academic probation along with appeals regarding course load decisions made by other committees. The appeal must be submitted in writing (typed) and received within five days (5) of the grade distribution.

The Promotions Committee should receive the appeal letter in writing from the student within 5 business days for further evaluation. Any appeal after 5 business days will not be considered by the Promotions Committee. The committee will review and render the decision to the student.

If the student does not agree with the decision, the student must submit the appeal in writing within 5 business days to the Associate Dean of Basic Sciences/Dean of Clinical Sciences. The appeal should be forwarded to the appropriate dean, who will consider the circumstances of the dismissal. No appeals will be considered outside of this process.

If the appeal to the Associate Dean of Basic Sciences/Dean of Clinical Sciences is denied the student may further appeal to the Executive Dean. This appeal must be submitted in writing within 5 business days of the Basic Science Dean /Dean of Clinical Sciences’ decision. The Executive Dean will consider appeals based on “due process” only. There will be no reconsideration of any circumstances or justifications regarding the dismissal already presented in the appeal to the Associate Dean of Basic Sciences/Dean of Clinical Sciences.

Appeal of Dismissal

The student must submit the appeal in writing within 5 business days to the Associate Dean of Basic Sciences/Dean of Clinical Sciences. The appeal should be forwarded to the appropriate dean, who will consider the circumstances of the dismissal. No appeals will be considered outside of this process.

If the appeal to the Associate Dean of Basic Sciences/Dean of Clinical Sciences is denied the student may further appeal to the Executive Dean. This appeal must be submitted in writing within 5 business days of the Basic Science Dean /Dean of Clinical Sciences’ decision. The Executive Dean will consider appeals based on “due process” only. There will be no reconsideration of any circumstances or justifications regarding the dismissal already presented in the appeal to the Associate Dean of Basic Sciences/Dean of Clinical Sciences.

Jurisdiction

The committee’s decision constitutes forwarding the minutes to the Associate Dean of Basic Sciences/Dean of Clinical Sciences. Decisions may include, but are not limited to, placing students on academic probation, dismissal, repetition of a semester, repetition of course work, or structured intervention to address personal, social or learning problems.

All committee deliberations and decisions must take into consideration public safety. In addition, committees consider the internal resources available to assistance a student experiencing difficulties and whether those resources are enough. A student needing more extensive help is encouraged to seek help, but the extent of the problem can influence the committee’s decision. A student experiencing academic difficulty who has extenuating “personal” factors affecting performance may require a leave of absence to resolve those personal issues.

Composition of Promotions Committee

At no point will a faculty member who is involved directly with the assessment of the student for the appealed grade will be involved in the decision-making process.

  • Chair.

  • Basic Science Faculty.

  • Clinical Science Faculty.