STANDARD 5: EDUCATIONAL RESOURCES AND INFRASTRUCTURE
A medical school has sufficient personnel, financial resources, physical facilities, equipment, and clinical, instructional, informational, technological, and other resources readily available and accessible across all locations to meet its needs and to achieve its goals.
5.1 ADEQUACY OF FINANCIAL RESOURCES
The present and anticipated financial resources of a medical school are adequate to sustain the medical education program and to accomplish other goals of the medical school.
SUPPORTING DATANOTE: Data for Table 5.1-1 will be provided to the school by the AFMC.
Table 5.1-1 | Medical School Revenue Sources / Source: AFMC CFQ
These revenue totals are from the AFMC Canadian Financial Questionnaire (CFQ) for each indicated fiscal year and the percentage of total revenues is based on the sum of sections 1 and 2.
FY 2012-2013 / FY 2013-2014 / FY 2014-2015
$ / % of Total Revenues / $ / % of Total Revenues / $ / % of Total Revenues
School / National / School / National / School / National / School / National / School / National / School / National
Section 1-Operating Fund Sources
Visa student and trainee fees
University (excluding allied health and other programs)
Practice Plan/Alternate Funding Plan/Billing Group
Hospital or health authority
Total Operating Funds
Section 2-Research Awards, Grants and Contracts
Total Research Awards, Grants and Contracts
TOTAL REVENUES (Sections 1 and 2 )
Section 3-Endowments / Restricted Gifts and Donations
New endowment capital received in current year
End of fiscal year market value of other endowments and investments
Restricted gifts and donations
Total Endowments / Restricted Gifts and Donations
- Summarize trends in the funding sources available to the medical school, including an analysis of their stability.
b.Describe any substantive changes to the medical school during the three fiscal years prior to the date of the full survey in the following areas:
- Total revenues
- Operating margin
- Revenue mix
- Market value of endowments
- Medical school reserves
- Debt service
- Outstanding debt
- Departmental reserves
c.Describe any substantive changes anticipated by the medical school in the following areas during the three fiscal years following the full survey, and explain the reasons for any anticipated changes:
- Total revenues
- Revenue sources
- Obligations and commitments
- Reserves (amount and sources)
d.Describe the medical school’s annual budget process and the budgetary authority of the medical school dean.
e.Describe the ways in which the medical school’s governancesupports the effective management of its financial resources. Describe how lines of authority are defined, the internal controls that are in place, the degree of oversight provided by the province and theuniversity in managing medical school resources, and the relationship between the medical school dean and department chairs in managing departmental resources.
f.Describe the ways that current and projected capital needs for the missions of the medical school are being addressed. Describe the medical school’s policy with regard to the financing of deferred maintenance of medical school facilities.
g.Describe the extent to which financial reserves have been used to balance the operating budget in recent years.
h.Summarize the key findings resulting from any external financial audits of the medical school (including medical school departments) performed during the most recently completed fiscal year.
a.The cover and sign-off pagefor the school’s responses to the most recent AFMC Canadian Financial Questionnaire. (Appendix X)
b.An expenditures summary for the fiscal year in which the full survey takes place (based on budget projections) and for each of the prior three fiscal years. Use the format and row labels from the “Revenues and Expenditures History” from the school’s completed AFMC Canadian Financial Questionnaire. (Appendix Y)
c.A copy of the most recent audited financial statements for the medical school. (Appendix Z)
5.2 DEAN’S AUTHORITY/RESOURCES FOR CURRICULUM MANAGEMENT
The dean of a medical school has sufficient resources and budgetary authority to fulfill his or her responsibility for the management and evaluation of the medical curriculum.
a.Provide the name and title of the individual responsible for the education program for medical students, referred to here as the chief academic officer (CAO).
If the dean is not the CAO, and responsibility for the medical education program is delegated to a vice or associate dean or other individual serving as CAO, provide the name and title of this individual, as well as the percentage of time they devote to this administrative responsibility.Name / Title / % Time (if applicable)
b.How does the CAO participate in medical school-level planning to ensure that the resource needs of the medical education program (e.g., funding, faculty, educational space, other educational infrastructure) are considered?
c.Briefly describe the organizational locus (e.g., an office of medical education) of administrative and/or academic support for the planning, implementation, evaluation, and oversight of the curriculum and for the development and maintenance of the tools (such as a curriculum database) to support curriculum monitoring and management. Note the reporting relationships of the director(s) of any such office(s)/unit(s) to the CAO.
d.Provide the names and titles of the individuals responsible for providing administrative or academic support for the planning, implementation, and evaluation of the curriculum and for student assessment. Include the percentage of time contributed by each individual to this effort. Add rows as needed.Name / Title / % Time (if applicable)
e.Describe how and by whom the budget to support the medical education program is determined and allocated. Note if funding allocation to departments and other units with teaching responsibility is done according to a formula (e.g., based on the amount of teaching done by a department) or based on some other method (e.g., historical precedent).
5.3 PRESSURES FOR SELF-FINANCING
A medical school admits only as many qualified applicants as its total resources can accommodate and does not permit financial or other influences to compromise the school’s educational mission.
SUPPORTING DATATable 5.3-1 | Non-government Funded Students / Source: School-reported
Percentage of students in the first year class who are not funded by the federal and/or provincial ministry for the indicated academic years.
AY 2012-2013 / AY 2013-2014 / AY 2014-2015
a.Describe how and at what institutional level the size of the medical school entering class is set. In making decisions about class size, describe how medical school resources, such as space, faculty numbers, and teaching responsibilities, are taken into account.
b.Describe how tuition and fees are set for the medical school.
c.Describe any current pressures for the medical school to generate revenue from tuition, clinical care, and/or research and how these pressures are being managed to ensure the ongoing quality of the medical education program.
5.4 SUFFICIENCY OF BUILDINGS AND EQUIPMENT
A medical school has, or is assured the use of, buildings and equipment sufficient to achieve its educational, clinical, and research missions.
- Student satisfaction with teaching facilities
Table 5.4-1 | Student satisfaction with teaching facilities / Source: ISA
Provide data from the independent student analysis (ISA) on the percentage of respondents that were satisfied/very satisfied (aggregated) with teaching space in the medical school. Add rows as needed for each campus.
Campus / School %
Year 1 / Year 2 / Year 3 / Year 4
Adequacy of lecture halls, large group classroom facilities
Adequacy of small group teaching spaces on campus
Adequacy of space used for clinical skills teaching
- Describe the facilities and resources for basic, clinical and evaluative research.
- Are there separate research institutes?
- Total research budget
- Total contribution to research budget by organization or affiliated foundation:
- Total research space(square feet):
- List major research programs:
a.If educational spaces used for required learning experiences in years one and two of the medical curriculum (e.g., lecture halls, laboratories, small group rooms) are shared with other schools/programs, provide the office or individual responsible for scheduling the spaces and note if the medical education program has priority in any scheduling decisions.
b.Describe any recent challenges in obtaining access to needed teaching space and how these have been resolved.
c. If there was an increase in class size over the last two years, describe how teaching space was adjusted.).
d.Describe the facilities used for teaching and assessment of students’ clinical and procedural skills. Identify any other programsthat also use these facilities and describe how scheduling conflicts are resolved.
e.Describe any substantive changes in facilities for education anticipated by the medical school over the next three years. Note if any renovation or new construction is under way or planned.
5.5 RESOURCES FOR CLINICAL INSTRUCTION
A medical school has, or is assured the use of, appropriate resources for the clinical instruction of its medical students in ambulatory and inpatient settings and has adequate numbers and types of patients (e.g., acuity, case mix, age, gender).
SUPPORTING DATATable 5.5-1 | Inpatient Teaching Facilities / Source: School-reported
List all inpatient teaching sites where medical students take one or more required clinical learning experience. Indicate the required clinical learning experiences offered at each site in the () column. Indicate the number of students in each category for each required clinical learning experience. Schools with longitudinal integrated clerkships should include the name of the LIC site. Add rows as needed for each campus.
Campus / Facility Name or LIC site
(if applicable) / Required clinical learning experience
add rows as needed / () / School’s medical students
average # per rotation / Visiting medical students and medical students from other medical schools
average # per rotation / Learners in other programs* –
average # per rotation
* Health professions program e.g., physician assistantTable 5.5-2 | Ambulatory Teaching Sites by Discipline / Source: School-reported
Indicate the type of facility used for required ambulatory learning experiences offered at each campusor longitudinal integrated clerkship site by placing a “Y” in the appropriate column(s). Add rows as needed for each campus or LIC site.
Campus / Facility Type
University Hospital Clinic / Community Hospital Clinic / Health Center / Private Physician Office / Rural Clinic/AHEC / Other (specify)
Table 5.5-3 | Access to patients / Source: AAMC CGQ and AFMC GQ
Provide data from the AAMC Canadian Graduation Questionnaire (CGQ) and the AFMC Graduation Questionnaire on the percent of respondents that agree/strongly agree (aggregated) with the statement: “I had sufficient access to the variety of patients and procedures required (encounter log). Add rows as needed for each campus.
Campus / School %
2013 / 2014 / 2015
a.Describe how the medical school determines that the mix of inpatient and ambulatory settings used for required clinical learning experiences provides adequate numbers and types of patients (address rotation-based clerkships and longitudinal integrated clerkships as appropriate)
b.Describe how the medical school ensures that each student has access to the types and numbers of patients for required clinical learning experiences in view of the numbers of learners in the same environment.
c.Describe any substantive changes, anticipated by the medical school over the next three years, in its capacity to provide medical students with the required clinical learning experiences.
5.6 CLINICAL INSTRUCTIONAL FACILITIES/INFORMATION RESOURCES
Each hospital or other clinical facility affiliated with a medical school that serves as a major location for required clinical learning experiences has sufficient information resources and instructional facilities for medical student education.
SUPPORTING DATATable 5.6-1 | Student satisfaction with education/teaching space and access to information resources in clinical facilities used for required clinical learning experiences, by Curriculum Year / Source: ISA
Provide data from the independent student analysis (ISA), on student satisfaction with the education/teaching space and access to information resources in clinical facilities used for required clinical learning experiences. Add rows as needed for each campus.
Campus / Survey Question / School %
Year1 / Year2 / Year 3 / Year 4
Adequacy of space in ambulatory care clinics
Adequacy of education/teaching space at clinical facilities used for required learning experiences
Access to information resources (computers and internet access) at clinical facilities used for required learning experiences
a.Comment on the adequacy of education/teaching space (conferences/rounds/academic half-days)to support medical student education at each inpatient site used for required clinical learning experiences.
b.Comment on the adequacy of space in ambulatory care clinics to support medical student education at each site used for required clinical learning experiences.
c.Comment on the adequacy of access to information technology (computers and internet access) at each site used for required learning experiences.
d.If problems have been identified at one or more sites, provide the data by site and describe the steps being taken to address any identified problems.
5.7 SECURITY, STUDENT SAFETY, AND DISASTER PREPAREDNESS
A medical school ensures that adequate security systems are in place at all locations and publishes policies and procedures to ensure student safety and to address emergency and disaster preparedness.
SUPPORTING DATATable 5.7-1 | Student satisfaction with safety and security by Curriculum Year / Source: ISA
Provide data from the independent student analysis (ISA), by curriculum year, on the percentage of respondents that were satisfied/very satisfied (aggregated) with safety and security at all instructional sites. Add rows as needed for each relevant question area on the student analysis, and/or instructional site, and campus.
Campus / Instructional Site/Survey Question / School %
Year 1 / Year 2 / Year 3 / Year 4
Adequacy of safety and security at instructional sites
a.Describe the security system(s) in place to ensure student safety atthe following locations/times:
1.On campus during regular classroom hours
2.On campus outside of regular classroom hours
3.At clinical teaching sites used for required clinical learning experiences
b.Describe the protections available to medical students at instructional sites that may pose special physical dangers (e.g., during interactions with potentially violent patients).
c.Describe how medical students and faculty are informed of policies and procedures to ensure student safety and emergency and disaster preparedness.
a.The medical school or university policies and procedures to ensure student safety. (Appendix AA)
b.The emergency and disaster preparedness policies, procedures, and plans, as they relate to medical students, faculty, and staff. (Appendix BB)
5.8 LIBRARY RESOURCES / STAFF
A medical school ensures ready access to well-maintained library resources sufficient in breadth of holdings and technology to support its educational and other missions. Library services are supervised by a professional staff that is familiar with regional and national information resources and data systems and is responsive to the needs of the medical students, faculty members, and others associated with the medical school.
SUPPORTING DATATable 5.8-1 | Student Satisfaction with the Library / Source: AAMC CGQ and AFMC GQ
Provide data from the 2013 and 2014 AAMC Canadian Graduation Questionnaire (CGQ) and the 2015 AFMC Graduation Questionnaire (AFMC GQ) on the percentage of respondents that were satisfied/very satisfied (aggregated) with the library. Add rows as needed for each campus.
Campus / School %
2013 / 2014 / 2015
Table 5.8-2 | Student Satisfaction with the Library by Curriculum Year / Source: ISA
Provide data from the independent student analysis (ISA), by curriculum year, on the percent of respondents that were satisfied/very satisfied (aggregated) with the library and library resources. Add rows as needed for each campus.
Campus / Survey Question / School %
Year 1 / Year 2 / Year 3 / Year 4
Ease of access to library resources ad holdings (includes virtual access)
Quality of library support and services
Table 5.8-3 | Medical School Library Staffing / Source: School-reported
Provide the number of staff FTE’s in the following areas, using the most recent academic year. Add rows as needed for each campus.
Campus / Professional Staff / Technical and Paraprofessional Staff / Part-time Staff
(e.g., student workers)
a.Describe how the library supports medical education. Is the library staff involved in curriculum planning, curriculum governance (e.g., by participation in the curriculum committee or its subcommittees), or in the delivery of any part of the medical education program?
b.Describe medical student and faculty access to electronic and other library resources across all sites both on and off campus, including geographically distributed campuses.
c.Briefly summarize any partnerships that extend the library’s access to information resources. For example, does the library interact with other university and/or affiliated hospital libraries?
d.List the regular library hours. If there are additional hours during which medical students have access to all or part of the library for study, describe these as well.
5.9 INFORMATION TECHNOLOGY RESOURCES / STAFF
A medical school ensures access to well-maintained information technology resources sufficient in scope to support its educational and other missions. The information technology staff serving a medical education program has sufficient expertise to fulfill its responsibilities and is responsive to the needs of the medical students, faculty members, and others associated with the medical school.