For quality assurance and accreditation purposes, SGUSOM assesses the emotional, psychological, and cultural aspects of the student learning environment. This assessment includes, in part, student feedback collected through surveys. These surveys are essential components of SGUSOM’s quality and improvement efforts and contribute to accreditation requirements. Students are expected to complete these surveys, as well as any other surveys distributed by the School of Medicine.
End-of-Course/Clerkship Evaluation – Learning Environment Questions
Surveys at the end of course/clerkships contain a few targeted questions about the learning environment, incuding:
- SGU provides a safe and nurturing emotional climate that focuses on student success.
- I feel supported in my personal and professional pursuits by other students in my learning environment.
- There is someone in authority that I can confide in who will listen, advise, and act appropriately in an unbiased manner when important concerns arise.
I did not experience or witness mistreatment of students during this educational experience (e.g., harassment, discrimination, public humiliation, psychological/physical punishment) *
If you did experience or witness mistreatment of students during this educational experience (e.g., harassment, discrimination, public humiliation, psychological/physical punishment), please comment in textbox. Be aware that this survey is not an official reporting mechanism. To file an official report of mistreatment, please contact the Office of the Dean of Students office (DOS@sgu.edu) or use EthicsPoint (https://secure.ethicspoint.com/domain/media/en/gui/57112/index.html) to file an anonymous report.
Additionally for clerkships:
- The clerkship clinical exposure time limits were followed. (Clinical exposure time did not exceed 50 hours per week when averaged over the entire rotation.)
Annual Learning Environment Survey
A more in-depth Learning Environment Survey is administered annually to all School of Medicine students. This survey assesses various aspects of the educational environment, such as student well-being, academic support, fairness of assessments, and the overall sense of achievement and collaboration among students. It also includes questions about awareness and communication of policies regarding mistreatment, confidence in reporting mistreatment without retaliation, and the frequency and nature of mistreatment experienced or witnessed by students.