BSOM Technical Standards

I. General Principles

A. Overview

Medical education at the Brody School of Medicine (BSOM) requires the acquisition of a broad base of scientific knowledge alongside the development of essential skills and professional behaviors. In alignment with BSOM’s mission to increase the supply of primary care physicians serving the state, improve the health and well-being of the region, and train physicians who will meet the health care needs of the state, BSOM is committed to graduating physicians who are prepared to meet the highest standards of clinical care and who serve with integrity and compassion.

All learners must successfully complete the full medical curriculum and demonstrate proficiency in both academic knowledge and personal capacities essential to the practice of medicine. These Essential Standards for Matriculation, Promotion, and Graduation outline the required physical, cognitive, emotional, and ethical competencies learners must possess and maintain throughout their training.

Admission, promotion, and graduation decisions are based not only on academic achievement but also on these standards for capacity, which are foundational to the competent and safe practice of medicine.

B. Applicants and Enrolled Students with Disabilities

BSOM does not discriminate against any individual on the basis of disability. BSOM is committed to creating equal access for individuals with disabilities and will provide reasonable accommodations to those who qualify for them in accordance with its obligations under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Medical school applicants and students are encouraged to request accommodations if they believe they qualify. They must initiate the process by contacting the ECU Department for Disability Support Services by phone at 252-737-1016 or by email at DSSdept@ecu.edu. The University will engage in an interactive process and provide reasonable accommodations in accordance with the applicable law. An accommodation is not reasonable if it poses a direct threat to the health or safety of the student/applicant and/or others, if making it requires a substantial modification to an essential element of the curriculum, if it lowers academic standards, or poses an undue administrative or financial burden. Except in rare circumstances, the use by the student of a third party to perform any of the functions described in the technical standards set forth above would constitute an unacceptable substantial modification.

Applicants and students with disabilities are responsible for requesting an accommodation with ECU Department for Disability Support Services and providing sufficiently current information documenting the general nature and extent of their disability, and the functional limitations for which they are requesting the accommodation. Accommodations are not retroactive. While medical students can request an accommodation at any time during their enrollment, students are encouraged to disclose the need for accommodations as soon as possible. Given the clinical nature of the MD program, it may take several weeks or longer to evaluate, create and implement individualized accommodations for students, especially in clinical environments or on clinical exams.

II. Standards for Capacity

All BSOM learners must possess and demonstrate abilities across seven interrelated domains, which together form the foundation of safe and effective medical practice:

A. Observation and Perception

Learners must be able to accurately perceive and interpret information presented in:

• Educational sessions, including lectures, small groups, and laboratory work
• Written documents and digital media
• Diagnostic images, graphical data, and clinical findings
• Patient encounters at various distances and settings

Examples: Identifying pathologic findings on physical exams; interpreting radiologic images and electrocardiograms; observing nonverbal cues in patient interactions.

B. Communication

Learners must communicate fluently and effectively with patients, families, faculty, staff, and peers. Communication includes the ability to:

• Elicit patient histories
• Convey findings and concerns clearly and sensitively
• Document and present clinical information
• Collaborate within interprofessional teams

Examples: Taking comprehensive patient histories; participating in clinical rounds; writing clear and accurate patient notes; educating patients about conditions and treatments.

C. Physical Expectations

Learners must possess the ability to:

• Attend and actively engage in all educational activities
• Conduct physical examinations and basic diagnostic procedures
• Provide routine and emergency medical care
• Utilize necessary clinical instruments and technology

Examples: Performing auscultation and palpation; conducting a neurological exam; inserting catheters or IV lines; performing CPR; using microscopes and lab equipment.

D. Reasoning and Analysis

Learners must demonstrate the ability to reason, analyze, synthesize, and apply knowledge. This includes:

• Comprehension and integration of scientific and clinical information
• Quantitative and spatial reasoning
• Sound judgment and ethical decision-making
• Effective problem-solving in dynamic situations

Examples: Developing differential diagnoses; interpreting laboratory and imaging results; applying evidence-based reasoning; managing emergencies; recognizing ethical dilemmas.

E. Logistics and Planning

Learners must demonstrate the skills necessary to manage the complex coordination of medical education and patient care. This includes the ability to:

• Plan and prioritize tasks and responsibilities across academic, clinical, and personal domains
• Navigate and adapt to a variety of educational and clinical environments, including off-campus and community-based sites
• Coordinate travel, housing, scheduling, and resource needs for required rotations and program components
• Meet deadlines and fulfill administrative obligations reliably and independently

Examples: Arranging transportation, accommodations, and personal affairs for distant clinical rotations; managing documentation and requirements for licensure and credentialing; balancing overlapping academic and clinical demands; maintaining compliance with institutional timelines and protocols.

F. Professionalism and Ethical Conduct

Learners are expected to demonstrate professionalism in all interactions, characterized by:

• Honesty, integrity, empathy, and respect
• Timely completion of all academic and clinical responsibilities
• Commitment to continuous self-improvement
• Commitment to nondiscrimination based upon legally protected classes
• Commitment to the primacy of patient health and well-being
• Recognition of and adherence to the physician’s ethical obligations

Examples: Arriving prepared and on time for responsibilities; accepting and incorporating feedback; maintaining patient confidentiality; upholding standards of academic integrity.

G. Emotional and Physical Stamina

Learners must possess the emotional resilience and physical stamina to function effectively in demanding academic and clinical environments. This includes:

• Managing stress and uncertainty
• Maintaining mental and physical health
• Adapting to shifting responsibilities and environments

Examples: Participating in overnight clinical shifts; responding to emotionally intense situations; balancing multiple academic demands; sustaining performance during high-pressure clinical rotations.

III. Conclusion

The Brody School of Medicine remains dedicated to supporting each learner’s journey toward becoming a competent, compassionate physician. These standards reflect the core capacities necessary for success in our program and in the practice of medicine.
Learners must also possess the personal resources and organizational skills necessary to successfully navigate and complete required off-site rotations, which may involve travel, temporary relocation, and adaptation to new clinical environments.