Class of 2018 S3 Report

Una Ultrasound Avatar
Meet Una Ultrasound.

Although Una isn’t a real IU School of Medicine Class of 2018 graduate, she represents a composite of aggregated feedback from actual Class of 2018 students.

Before graduating, Una, along with her Class of 2018 colleagues, reflected on her experiences at IU School of Medicine by taking the 2018 Strategic Student Survey (S3). Una and her classmates identified the following areas of excellence and areas requiring improvement at IU School of Medicine:

Full Quantitative Student Response Results

Click to view full Class of 2018 S3 results

Includes the student satisfaction for every question on the Class of 2018 S3.

Office of Medical Student Education

Student Comments

Overall, Una is satisfied with the accessibility of the Office of Medical Student Education’s services. However, she believes the office could be more aware of and responsive to student problems. Una explained, “I think the identity of the Office of Medical Student Education is unclear and needs more personal connection.” She also thought the office could “do a better job showcasing the work they’ve done to address student concerns.”

School Response

Response by: Emily Walvoord, MD, Associate Dean for Student Affairs

While IU School of Medicine’s statewide Medical Student Education team is committed to providing students with the best educational experiences, we know there is room to improve. To enhance personal connections with students at all campuses, Indianapolis leadership is hosting more in-person and videoconferencing meetings on all nine campuses. Medical Student Education is also creating a web portal on MedNet offering a platform for students to ask questions and get prompt answers. Additionally, MedNet will have better-defined job descriptions and contact information for Medical Student Education professionals across the state so students know who to contact with specific questions.

Class of 2018 S3 Satisfaction with Medical Student Education--Accessibility (87%)

Academic Advising

Student Comments
When Una first came to IU School of Medicine, she wished she had more guidance through her academic and career mentoring experiences. After she was assigned a lead advisor during her second year of medical school, Una found her advisor to be a valuable resource. “Having a lead advisor has been a great change,” Una said. “Hiring advisors has made a huge difference – they are amazing resources.” However, she sometimes felt like she needed more immediate and direct academic advising support. “My lead advisor didn’t always reply to my emails on time,” Una said. “I also didn’t always get a real sense of direction and advice.
School Response

Response by: Abigail Klemsz, MD, PhD, Assistant Dean for Academic Advising

When Medical Student Education started the Mentoring and Advising Program (MAP) in 2015, we hired nine professionally trained lead advisors to work with students on all campuses. Since that time, I have met with lead advisors each month to improve their medical education knowledge and track their training progress in Canvas. These meetings encompass all pillars of the program (academics, career, wellness, connection) and include presentations from experts in career development, wellness, residency programs, clerkships, competencies and more. Student responses to our yearly MAP survey have also helped us target specific interventions on each campus to improve the support provided by the lead advisors. Additionally, all lead advisors now have more time to dedicate to their students, resulting in more timely responses to student questions and the ability to provide more support.

Class of 2018 S3 Satisfaction with Medical Student Education--Academic Counseling (79%)

Student Well-Being

Student Comments

Una’s favorite wellness program at IU School of Medicine is Connections Days. “Connections Days are the best change the school has made in a while – I cannot imagine third or fourth year without them,” Una said. She also found the Mental Health Services team helpful when working through tough times or celebrating successes. “I appreciate the availability of a psychiatrist and psychologist as they are essential for students, residents and attendings.” However, she didn’t find all wellness activities helpful, citing that some programming felt random and like “superficial activities” that didn’t always address the root causes of burnout.

School Response

Response by: Antwione Haywood, PhD, Assistant Dean for Medical Student Education

The medical Student Affairs team is working with the student Connections Days committee to build upon existing successes and ensure programming is conveniently timed and useful to all students. The goal of this collaboration is to increase accessibility of programming and give students more time for self-directed wellness. In partnership with lead advisors and the newly formed student Wellness Coalition, we are also building an eight dimensions of wellness curriculum to educate students about various well-being topics and respond to student needs with targeted programming. In addition, we will pilot mind-body medicine experiences for students looking for opportunities to dig a little deeper into wellness education.

Learning Environment and Student Mistreatment

Student Comments

After arriving at IU School of Medicine, Una was concerned there was not enough follow up or conclusion to mistreatment incidents. “I found the mistreatment reporting procedure extremely confusing,” Una said. “The end result was quite disappointing.” However, Una’s perception shifted after IU School of Medicine informed students of changes to its mistreatment reporting system. “I appreciated the published report on the yearly mistreatment statistics and what had been done regarding the cases,” Una said. “I was super impressed with the recent TLAC report. Thank you for the transparency.”

School Response

Response by: Bradley Allen, MD, PhD, Senior Associate Dean for Medical Student Education

IU School of Medicine’s goal is to develop a culture that allows all students, faculty and patients to learn, live and work in a nurturing environment. Improving our management of mistreatment and celebrating exemplars of professionalism are both important for creating an inclusive culture at all levels of our school. To more transparently identify mistreatment incidents and outcomes, as well as celebrate our exemplars, Medical Student Education and the Faculty Affairs, Professional Development, and Diversity office recently initiated a new annual learning environment report. With the rest of the Medical Student Education team, I want to continue to build trust in our new mistreatment reporting mechanism, celebrate our amazing exemplars and instill confidence that we are working hard to continuously improve. While the school has made progress in our learning environment, we will not be satisfied while any level of mistreatment exists.

Course and Clerkship Evaluations

Student Comments

Una was sometimes frustrated because she didn’t always feel like her feedback improved her educational experiences. “I feel like I have provided a large amount of feedback for all of my courses and clerkships, but I haven’t seen many results or indication that someone actually read it,” Una said. “This may be because resulting actions have not been well publicized.” However, she did note that some course directors “seemed eager to receive feedback and made improvements month-to-month” and that she “saw positive changes being made, especially for incoming classes.”

School Response

Response by: Jennifer Schwartz, MD, Assistant Dean for Phase 2

Student feedback is vital to improving educational experiences. Student evaluation response rates increased 11 percent from 2017 to 2018, but the Medical Student Education team hopes to get feedback from 75 percent of students for each evaluation. The Medical Student Education team takes all feedback seriously and acts as quickly as possible. While some feedback can be immediately incorporated, other types of feedback may take longer to implement during the school year. Moving forward, during orientation, clerkship leadership will share the changes that have been made based upon student feedback from previous rotations.