Didactic Courses in Years One and Two

All courses must provide formative feedback to students early enough to allow students sufficient time for remediation.  

Each course must provide graded formative feedback.*  Graded formative feedback includes feedback on any graded assignment, including quizzes. 

Each course must also provide at least one of the following types of ungraded formative feedback:

  • Practice problems with solutions
  • Practice tests with solutions
  • Self-teaching
  • Teacher consultation

Students must receive graded formative feedback to assess their progress in meeting a course’s goals while there is still sufficient time in the course to allow for changes in studying and approach to material. In practice, this means that some graded feedback must be delivered to students while there are at least 2/3 of the overall course points remaining.

Course/thread directors must be available to meet with students who have concerns about their performance in a course. They then may refer certain students to the Director of Academic Support. The DAS will then perform triage and refer the student to the appropriate resources, ex. tutoring, meeting with their Advisory Dean, students with similar needs who can provide support, etc. Students are responsible for following up with the referred resources.

Formative feedback practices must be described in each course syllabus; these will be reviewed by the Office of Medical Education (OME) and reported to the Educational Policy Committee (EPC) as part of the syllabi review process each year. 

The Director of Academic Support will provide a report of overall class and student performance twice a year to the EPC. 

*If a course is less than four weeks long, ungraded feedback may be given in place of graded feedback, although graded feedback is preferred whenever feasible.  All other courses must provide both graded and ungraded formative feedback as described above. 

Percent of Final Grade

Formative assessment assignments (including quizzes, if any) will account for 20% of the final course grade in courses that are four weeks or longer.


Required Clinical Clerkships

All clerkships must provide mid-clerkship feedback to students.  Residents should be encouraged to contribute to mid-clerkship feedback, however attending physicians are ultimately responsible for providing feedback and signing the mid-clerkship feedback form.

Mid-clerkship feedback must be delivered by the midpoint of a clerkship rotation.  Feedback will be delivered using the New Innovations evaluation system.

Clerkship directors are required to review all clinical evaluations and meet with any student found to be at risk for failure based upon written feedback; this meeting should be used to develop an action plan to help the student improve his/her performance. 

Mid-clerkship feedback practices must be described in each clerkship syllabus; these will be reviewed by the OME and reported to the EPC each year as part of the syllabi review process.

Applicable LCME Standards and Elements (if any):

(Prior to 2015) LCME Standard ED-31. Each medical student in a medical education program should be assessed and provided with formal feedback early enough during each required course or clerkship (or, in Canada, clerkship rotation) to allow sufficient time for remediation.

Annotation: Although a course or clerkship/clerkship rotation that is short in duration (e.g., less than four weeks) may not have sufficient time to provide a structured formative assessment, it should provide alternate means (e.g., self-testing, teacher consultation) that will allow medical students to measure their progress in learning.

(Beginning July 1, 2015) Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety A medical school ensures that its medical education program includes a comprehensive, fair, and uniform system of formative and summative medical student assessment and protects medical students’ and patients’ safety by ensuring that all person who teach, supervise, and/or assess medical students are adequately prepared for those responsibilities.

Element 9.7: FORMATIVE ASSESSMENT AND FEEDBACK. A medical school ensures that each medical student is assessed and provided with formal formative feedback early enough during each required course or clerkship four or more weeks in length to allow sufficient time for remediation. Formal feedback typically occurs at least at the midpoint of the course or clerkship. A course or clerkship less than four weeks in length provides alternate means by which a medical student can measure his or her progress in learning.