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Administration

Anderson Spickard, III, Dean

Mark Beard, Chair, Integrated Clinical Education Department

Shanta Curry, Assistant Dean for Administration and Strategic Initiatives

Karen Lewis, Associate Dean for Student Affairs and Diversity, Assistant Professor of Health Systems Science

Douglas Slakey, Chair and Professor, Health Systems Science

Ruth Stewart, Associate Dean for Medical Education and Faculty Success, Associate Professor of Family Medicine

E. Terrell Washington, Interim Associate Dean and Assistant Dean for Accreditation, Quality and Planning

Morgan Wills, Associate Dean for Clinical and Community Engagement and Associate Professor of Internal Medicine

Faculty:

Mark Beard, Ibolja Cernak, Jude Ezekakpu, Jill A. Forbess, Kathy Galloway, Ryan Grippo, Amy Henneman, Michael Hill, Ashley Horner, Peter Huwe, Judy King, Kimbell Kornu,  Karen Lewis, Bin Liu, Richard Lyn-Cook, Stephanie C. McClure, Andrew Michel, Jenny Mills, Scott Pearson, Nick Ragsdale, Tanu Rana, Benjamin Ryan, Jeffrey Smith, M. Kevin Smith, Anderson Spickard III, Ryan Splittgerber, Larry Stack, Stephen Staggs, Ruth Stewart, Pat Whitworth

Mission:

The Thomas F. Frist, Jr. College of Medicine at Belmont University is dedicated to cultivating diverse physician leaders of character who embrace a whole-person approach to healing in a community of service-learning, inspired by the love and grace of Christ.

Vision:

Shaping medicine through transformative whole person care.

Values:

We are united by a common set of value statements:

• Love Learning
• Lead by Serving
• Live with Integrity
• Heal Together in Humility
• Welcome Difference

Admission Requirements: 

The College of Medicine participates in the American Medical College Application Service (AMCAS)  a national centralized common application process. Individuals who wish to apply to The Frist College of Medicine at Belmont University must complete the AMCAS application process and the supplemental Belmont University Graduate Application.

Applicants to the College of Medicine must have a bachelor’s degree from an institution accredited by a regional accreditor that is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation. Additionally, applicants must achieve a satisfactory score on the Medical College Admission Test (MCAT) and have completed all required prerequisite Coursework.

Additional information about the application process can be found on the Frist College of Medicine website at www.belmont.edu/medicine/admissions/requirements

Technical Standards for Medical School Admission, Retention & Graduation:

Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behaviors. Qualified applicants must demonstrate the cognitive and physical abilities, and behavioral and communication skills required to complete a rigorous curriculum and meet certain technical standards for medical students and physicians. A graduate of the Frist College of Medicine at Belmont University (FCoM) must have the knowledge and skills to function in various clinical settings and to provide a wide spectrum of care.

The FCoM acknowledges Section 504 of the 1973 Vocational Rehabilitation Act, PL 101-336 - the Americans with Disabilities Act (ADA) 1993, and the ADA Amendments Act of 2008 - PL 110-325, but ascertains that certain minimum technical standard must be present in prospective candidates.

In order to acquire the requisite knowledge and skills, students must possess both sensory and motor abilities that permit them to accomplish the activities described in these standards, with or without reasonable accommodations. A student must be able to effectively process information through their sensory functions, with or without reasonable accommodation, and do so consistently, rapidly, and accurately. Students must be able to learn, integrate, analyze, and synthesize data. A student must be able to tolerate physically challenging workloads and function effectively under stress with an inclusive and diverse patient population. The responsibilities of medical students may require their presence and attention during daytime and nighttime hours.

Reasonable accommodations are modifications or adjustments to the tasks, environment or to the way things are usually done that enable individuals with disabilities to have an equal opportunity to participate in an academic program or a job (U.S. Department of Education, 2007). Providing accommodations cannot “fundamentally alter” the essential elements of a course or curriculum and/or create an “undue burden” requiring significant difficulty or expense on the institution (ada.gov).

A candidate for the M.D. degree must have aptitude, abilities, and skills in five areas: 1) observation, 2) communication, 3) motor and sensory function, 4) intellectual, conceptual, integrative and quantitative ability, and 5) attitudinal, behavioral, interpersonal and emotional characteristics. Technical compensation can be made for some handicaps in these areas, but a candidate must be able to perform in a reasonably independent manner. The use of a trained intermediary would mean that a candidate’s judgement must be mediated by someone else’s power of selection and observation. Therefore, third parties cannot be used to assist students in accomplishing curricular requirements in the five skill areas specified above.

I. OBSERVATION - Students must have sufficient visual ability to be able to observe patients accurately from a distance and close at hand. They must be able to observe and participate in laboratory exercises and demonstrations in the foundational sciences. They must be capable of viewing and developing the skills needed to interpret diagnostic modalities. Students must be able to obtain a medical history and perform a complete physical exam, including detecting and interpreting non-verbal communication such as change in posture, body language, mood and facial expressions demonstrated by patients.

II. COMMUNICATION - Students must be able to communicate effectively, in writing and verbally in English, and must be able to speak with, understand, and establish a rapport with patients, families, fellow students, faculty, and other members of the health care team.

III. MOTOR AND SENSORY FUNCTION - Students must have sufficient motor and sensory functions to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A student must be able to do basic laboratory tests, carry out diagnostic procedures and read EKGs and X-rays. A student must be able to execute motor movements reasonably required to provide general care and emergency treatments to patients. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch, smell, and vision.

IV. INTELLECTUAL, CONCEPTUAL, INTEGRATIVE AND QUANTITATIVE ABILITY - Students must have sufficient cognitive abilities to master the body of knowledge comprising the curriculum of the FCoM. They must be able to recall large amounts of information, perform scientific measurements and calculations, and understand and learn through a variety of instructional modalities including, but not limited to, classroom instruction, small group discussion, individual and self-directed study of materials, preparation and presentation of written and oral reports, peer review, and assessment, as well as use of computer-based technologies. Students must demonstrate reasoning abilities necessary to gather, analyze, synthesize, and integrate information from varying sources efficiently and effectively. They must be able to measure and calculate accurately and be able to perceive 3D relationships and understand the spatial relationships of systems.

V. ATTITUDINAL, BEHAVIORAL, INTERPERSONAL AND EMOTIONAL CHARACTERISTICS - Students must have the capacity to learn and understand ethical principles, professional standards for physicians, and state and federal laws governing the practice of medicine. Students must demonstrate the maturity, emotional stability, stamina, and sensitivity required to form effective relationships with patients, faculty, staff, colleagues, and all members of the health care team. They must exhibit honesty, integrity, and dedication.

Students must have the capacity to effectively communicate with and provide care, in a non-judgmental manner, for individuals whose culture, spiritual beliefs, physical or mental abilities, sexual orientation, or gender expression differ from their own. They must be able to examine the entire patient, male and female, regardless of their social, cultural, or religious beliefs. Students must have the capacity to develop the requisite skills needed to identify personal biases, reactions and responses as well as recognize differing points of view, and not allow personal attitudes, perceptions, or stereotypes to compromise patient care.

Students must be of sufficient emotional and mental health to utilize fully their abilities, exercise sound judgment, and complete educational and patient care responsibilities safely, effectively, and with courtesy, compassion, and respect. They must be capable of modifying their behavior in response to feedback and evaluation. Students must exhibit adaptability and be able to work effectively under stress, and tolerate an often physically, mentally, and emotionally taxing workload. They must also display flexibility and learn to function in the face of uncertainties inherent in the clinical environment. Student performance cannot be impaired by abuse of substances, including alcohol and drugs.

Curriculum:

The Frist College of Medicine is committed to educating excellent future clinicians whose knowledge and clinical decision-making are firmly grounded in basic sciences and who consider the whole patient, with a deep and nuanced understanding of the socioeconomic and systems factors that affect health care. The M.D. curriculum features three distinct phases that comprise the four years of medical school: the foundation phase (years 1 and 2), the clerkship phase (year 3), and the individualization phase (year 4).

The Foundation Phase will last approximately 18 months. Our guiding principle is to have no separation between basic sciences and clinical medicine. Faculty will team teach most courses, with core clinician educator and scientist educator faculty developing learning experiences and teaching side-by-side in large and small-group settings. Emphasis will be on active and self-directed learning and weekly simulation learning experiences. The centerpiece of the curriculum is clinical relevance.

The Clerkship Phase is 12 months in duration and consists of six core clerkships. Before starting clerkships, an orientation week will be dedicated to Transition to Clerkships. Subsequently, during this phase, students will return for one week to the FCoM campus after each core clerkship for an ICP 3 focus weeks that emphasizes whole-person care and interprofessional education.

The Individualization Phase will occur during two periods, allowing students to individualize their studies. The first period is an eight-week block between the first and second years of Phase 1 (foundation phase). Students can complete up to 2 non-clinical or research electives during the first period. The second period begins immediately after completing the core clerkships and comprises advanced clinical rotations, electives, and a Transition to Residency capstone course. This period will consist of 13 one-month course blocks.

Clerkship Phase Clinical Assessment and Grading Policy 

1. Overview 

All students must meet overall grade thresholds and component-specific minimum performance requirements to successfully complete each clerkship. Grading is structured using a points-based system, with points and corresponding percentages defined in the official Grading Components and Weight Distribution Table below. 

2. Grading Components and Weight Distribution (Table 1) 

Grading is comprised of multiple components, each weighted based on its importance to overall performance. The table below specifies the domain, component, maximum points available, and the percentage contribution to the final grade: ‘

Table 1: Grading Components and Weight Distribution 

• The NBME Subject Exam assesses medical knowledge at a national level and uses annually published national percentile benchmarks for determining pass/fail status. 
• Preceptor Evaluations are completed by clinical faculty who directly observe and assess the student’s clinical skills, professionalism, and application of knowledge. 
• Master Clinician Evaluations are based on direct observation and are designed to capture advanced clinical reasoning and patient care skills. 
• The OSCE is administered at the end of the clerkship and evaluates communication, history-taking, physical examination, and integrated clinical encounter performance using standardized patients. 
• The Individual Learning Plan (ILP) is designed to foster reflective practice and self-directed learning, with completion of all assigned tasks required for the points allocation. 

3. NBME Subject Exam Policy Language 

The NBME Subject Exam is a standardized examination used to assess medical knowledge and clinical reasoning skills at a national level. It accounts for 20% of the total clerkship grade (50 points). The thresholds for eligibility for Honors, High Pass, and Pass designations are determined based on the national percentile rankings published annually by the National Board of Medical Examiners (NBME). 

• Honors Eligible: Students who achieve a score at or above the 70th national percentile are eligible for Honors consideration. 
• High Pass Eligible: Students who achieve a score at or above the 50th national percentile are eligible for High Pass consideration. 
• Pass Eligible: Students who achieve a score at or above the 5th national percentile meet the minimum requirement to pass this component. 

Requirement to Pass the Clerkship: Students must achieve at least the minimum passing score on the NBME Subject Exam, defined as the 5th national percentile or above, to be eligible to pass the clerkship regardless of performance in other components. Students failing to meet this minimum threshold on their first attempt will be given the opportunity for a single retake, as outlined in the Remediation Policy. 

Annual Benchmarking: The clerkship director, in collaboration with the Assessment and Evaluation Committee, will review NBME national percentile data annually and update the eligibility thresholds accordingly. These thresholds will be published in the official clerkship syllabus at the beginning of each academic year. 

Table 2: NBME Subject Exam (20% - 50 Points) 

Students must achieve a passing score to pass the clerkship. 

4. Preceptor Evaluations (Table 3) 

Component Description: 
The Preceptor Evaluation component comprises 35% of the total clerkship grade, representing up to 87.5 points. This assessment captures the clinical faculty’s evaluation of each student’s performance across a range of core competencies, including medical knowledge, clinical reasoning, professionalism, communication skills, and patient care. 

Scoring Methodology: 
Each clinical faculty member (preceptor) completes a standardized five-point evaluation rubric based on direct observation of the student’s clinical performance. The student’s final preceptor evaluation score is calculated as the mean of all completed preceptor rubrics during the clerkship. The mean score is then converted into the points awarded toward the student’s final grade using the following scale: 

Table 3: Preceptor Evaluations (35% - 87.5 Points) 

5. Master Clinician Observations (MCO) (Table 4) 

Component Description: 
The Master Clinician Observation component constitutes 20% of the total clerkship grade, with a maximum of 50 points awarded. This component evaluates the student’s clinical performance through direct observation by a designated Master Clinician. The MCO rubric assesses advanced clinical reasoning, patient management, communication skills, professionalism, and the ability to integrate knowledge into patient care. 

Scoring Methodology: 
Each student is directly observed and scored using a standardized Master Clinician Evaluation Rubric. The final MCO score is determined by the mean of all observations performed during the clerkship. This mean score is then converted to points for the final clerkship grade according to the following table: 

A mean score below 2.0 would result in a Fail grade for the MCO component. 

6. OSCE (20% - 50 Points) (Table 5) 

Component Description: 
The OSCE constitutes 20% of the total clerkship grade, with a maximum of 50 points awarded. The OSCE evaluates student competency in two distinct clinical domains: Communication and Interpersonal Skills and the Integrated Clinical Encounter. The OSCE uses standardized patients and structured checklists to ensure objective and consistent assessment across all students. 

Scoring Methodology: 
Points are allocated based on performance in the following domains: 

• Communication and Interpersonal Skills: 15 points 
• Integrated Clinical Encounter: 35 points 

Minimum Performance Requirement: 
To pass the OSCE component, a student must achieve at least 70% of the total points available (i.e., at least 35 points out of 50). Failure to achieve this minimum score results in a Fail grade for the OSCE component. A failing grade in the OSCE component will result in a Fail for the entire clerkship, regardless of performance in other grading components. 

Table 5: OSCE (20% - 50 Points) 

Fail for this component corresponds to a score below 70% of the total points available 

7. Individual Learning Plan (5% - 12.5 Points) 

Students are required to engage in continuous self-reflection and goal-setting throughout the clerkship period. Each week, students must complete and submit a documented Individual Learning Plan (ILP) that demonstrates evidence of reflective practice and goal-oriented learning. 

To earn full points (12.5 points), students must: 

• Complete and submit all assigned ILP tasks as outlined in the clerkship syllabus. 
• Demonstrate thoughtful reflection on their own learning progress and identify specific, actionable goals for improvement. 

Completion of all assigned ILP tasks is mandatory for eligibility to receive a final grade of High Pass or Honors in the clerkship. 

Failure to complete all assigned ILP tasks will result in a loss of ILP points and will render the student ineligible for a High Pass or Honors designation, even if their overall point total would otherwise qualify. 

8. Professionalism Requirements (Table 6) 

a. Professionalism 
Professionalism is the consistent demonstration of behaviors, attitudes, and ethical conduct expected of a medical professional. This includes: 

• Timely attendance at all required clinical and didactic activities. 
• Timely and accurate completion of clinical logs and assignments. 
• Respectful interactions with patients, staff, and colleagues. 
• Adherence to patient privacy and confidentiality laws (e.g., HIPAA). 
• Honesty and integrity in documentation, communication, and performance. 
• Compliance with institutional policies, codes of conduct, and dress codes.  

b. Definition of Professional Misconduct 
Professional misconduct is any behavior or omission that represents a significant deviation from expected professional standards. Examples include: 

• Falsifying or altering clinical documentation or patient records. 
• Unauthorized disclosure of protected health information. 
• Disrespectful, discriminatory, or harassing behavior toward patients, staff, or colleagues. 
• Failure to respond to communications from faculty or staff in a timely manner. 
• Repeated tardiness or unexcused absences. 
• Violations of local, state, or federal laws while representing FCoM. 

c. Professionalism Assessment and Grading Component 
Professionalism is assessed using multiple methods throughout the clerkship, with requirements and impacts on eligibility for Honors/High Pass: 

Table 6: Professionalism Expectations 

• Each preceptor completes a standardized rubric with a dedicated professionalism domain. Criteria include respect, punctuality, responsiveness to feedback, attire, and ethical behavior. A minimum threshold of “Pass” (≥2 points) is required on each preceptor evaluation to pass the clerkship. 

d. Clerkship Director Authority 
The Clerkship Director has discretion to: 

• Review professionalism concerns and determine their impact on grading. 
• Implement corrective actions, including written reflections or performance improvement plans. 
• Refer serious or repeated concerns to the Student Promotions Committee for further action, including failure of the clerkship or dismissal. 
• In cases of serious professional misconduct that could affect patient safety or the clinical learning environment, the Clerkship Director may remove the student from the clinical site, notify the Office of Medical Education and site leadership, and restrict future clinical activities at that site. 

e. Impact on Grade Eligibility 

• A substantiated finding of professional misconduct automatically renders the student ineligible for Honors or High Pass. 
• Significant professionalism concerns may result in point deductions or a failing grade. 
• The Clerkship Director’s decision is final, subject to the standard FCoM grade appeal process. 

9. Final Grade Designation 

a. Final Grade Categories: 

Honors: 

• NBME Requirement: Score at or above the 70th national percentile. 
• Total Points: ≥90% (225/250 points or more). 
• Component Thresholds: No individual component score below 80%. 
• Professionalism Requirement: 
• No professionalism concerns noted on any preceptor evaluation (each ≥2 points). 
• No professionalism concerns identified by the Clerkship Director. 
• No corrective actions required during the clerkship. 

High Pass: 

• NBME Requirement: Score at or above the 50th national percentile. 
• Total Points: 80.0% to 89.99% (200-224.9/250 points). 
• Component Thresholds: No individual component score below 70%. 
• Professionalism Requirement: 
• No professionalism concerns noted on any preceptor evaluation (each ≥2 points). 
• Clerkship Director assessment rating of “Satisfactory” or better. 
• No professionalism concerns requiring a corrective action plan. 

Pass: 

• NBME Requirement: Score at or above the 5th national percentile. 
• Total Points: 70.0% to 79.99% (175-199.9/250 points). 
• Component Thresholds: No individual component score below the minimum thresholds. 
• Professionalism Requirement: 
• Each preceptor evaluation must meet a minimum score of “Pass” (≥2 points). 
• Clerkship Director assessment rating of “Satisfactory” or better. 
• Any professionalism concerns identified by the Clerkship Director must have been addressed satisfactorily (i.e., successful completion of any corrective action plan). 

Fail: 

• Failure to meet any of the minimum performance requirements as defined below.  

b. Minimum Performance Requirements: 
To pass the clerkship, students must meet the minimum thresholds for all major components: 

• NBME Subject Exam 
• OSCE 
• Preceptor Evaluations 
• Master Clinician Evaluations (if applicable) 
• Professionalism Requirements: 
• Each preceptor evaluation: minimum “Pass” (≥2 points). 
• Clerkship Director’s Professionalism Assessment: “Satisfactory” rating or better. 
• All professionalism concerns, if identified, must be resolved to the satisfaction of the Clerkship Director. 

Failure to meet the minimum threshold on any single component results in a failing grade for the clerkship, regardless of the total point score achieved. 

c. Clerkship Director Discretion: 
The Clerkship Director may review slight variations in performance to ensure that a single lower-than-expected score does not disproportionately impact the overall grade, provided that all minimum performance requirements have been met. 

Reporting Grades to Students  

Grades will be submitted by faculty and course/clerkship directors, within 28 days of the end of the course or clerkship in accordance with FCoM’s Fair and Timely Assessment Policy. Faculty will provide grades electronically through a secure FCoM online learning management system, which includes a notification feature to students when a new grade is completed and to the faculty regarding the status of grade completion. 

• Failure to attain a passing score on the NBME clerkship specific shelf examination: 

If the NBME exam score is the sole component that did not meet passing requirements, a grade of “Incomplete” will be issued for the clerkship. Successful completion of the clerkship requires a passing score on a single attempt of a repeat exam at or above the 5th percentile. The grade issued after a repeat passing score will be issued as “Remediated Pass.” If a student cannot achieve a passing score on the repeat exam, a grade of “fail” will be issued and the student will be referred to the Student Assessment and Promotion Committee.   

Definitions: 

Clerkship Director: The faculty member responsible for overseeing the administration, assessment, and grading of a specific clinical clerkship. 

Component Score: The points or percentage earned in each grading domain (e.g., NBME, OSCE, Preceptor Evaluations) that contribute to the total clerkship grade. 

Corrective Action Plan: A formal plan developed by the Clerkship Director to address identified professionalism or performance concerns, including specific goals, expectations, and timelines for improvement. 

Fail Grade: The final clerkship grade assigned when a student fails to meet one or more minimum performance requirements or professionalism standards. 

Grade Appeal: The formal process by which a student may request a review of a final clerkship grade if they believe it was assigned unfairly or incorrectly. 

Honors/High Pass Eligibility: The criteria that must be met for a student to be eligible for a final grade designation of Honors or High Pass, including both academic and professionalism requirements. 

Master Clinician: A designated clinical faculty member with expertise in medical education and direct observation of students, responsible for assessing advanced clinical reasoning, patient care skills, and professionalism. 

Master Clinician Evaluation: An evaluation completed by a Master Clinician that assesses advanced clinical reasoning, patient care skills, and professionalism, based on direct observation. 

Minimum Performance Requirements: The required minimum thresholds on each key component of the clerkship (e.g., NBME, OSCE, Preceptor Evaluations, Master Clinician Evaluations, Professionalism) that must be met to pass the clerkship. 

NBME Subject Exam: A standardized national examination administered at the end of a clerkship to assess medical knowledge and clinical reasoning. 

Preceptor Evaluation: An assessment completed by supervising clinical faculty (preceptors) using a standardized rubric that evaluates medical student performance across key domains, including professionalism. 

Professional Misconduct: Any significant deviation from expected professional standards, including but not limited to falsification of documentation, breaches of patient confidentiality, unexcused absences, and disrespectful behavior toward patients, staff, or colleagues. 

Professionalism: The consistent demonstration of behaviors, attitudes, and ethical conduct expected of a medical professional, including respect for others, honesty, integrity, accountability, and responsiveness to feedback. 

Total Points: The sum of all points earned across all components of the clerkship, usually expressed as a percentage of the maximum possible points. 

Graduation Requirements:

The MD Degree typically requires a minimum of four years of study.  Students must complete all requirements as matriculated medical students, and must have demonstrated full competency in skills, knowledge, maturity and integrity, as evaluated by the faculty.  All students must successfully complete all core courses and electives detailed in the curriculum and pass the USMLE, Step 1 and USMLE, Step 2 CK to be eligible for the Doctor of Medicine degree to be conferred.  Belmont University Frist College of Medicine confers the MD degree in May of each year.  All students must complete all requirements for receipt of the MD degree within one month of the diploma date in order to receive a diploma.

Accreditation:

The Thomas F. Frist College of Medicine at Belmont University has achieved preliminary accreditation, the initial level of accreditation available to a medical school in the United States by the Liaison Committee of Medical Education (LCME), 330 North Wabash Avenue Suite 39300 Chicago, IL 60611-5885

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