All the policies listed below have been approved by the Medical Education Council.

Portions of this Educator’s Handbook are indexed to the standards of the
Liaison Committee on Medical Education (LCME) for the accreditation of medical education programmes.

The applicable LCME standard is shown in brackets after each heading.

Collegiate Learning Objectives

Standing Education Committees (1.1)

The following committees oversee curriculum quality, assessment, and learning experiences:

• Medical Education Council

• Curriculum Strand Directors Committee

• Assessment Committee

• Clinical Experiences Committee

• Medical Arts and Sciences Committee

Professionalism

Statement on Professionalism (3.5)

Student Mistreatment

Defining mistreatment (3.6)

Reporting mistreatment (3.6)

Investigating and resolving mistreatment (3.6)

Appealing a finding of mistreatment (3.6)

Student Work Hours

Pre-clinical student work hours (6.3)

Clinical student work hours (6.3)

Dissemination of Course and Clerkship Learning Objectives

Pre-clinical courses (6.1)

Clinical clerkships (6.1)

Students (6.1)

Review of learning objectives (9.1)

General Course and Clerkship Guidelines

• Supporting student success

• Standards for evaluations

• Honors and near-honors grade distribution

• Reasonable accommodations

• Remediation

• The Honor Code

• Absences

Approval of New Courses

Clinical Student Supervision and Assessment

Expectations for clerkship directors (9.3)

Expectations for attending physicians and resident physicians (9.3)

Narrative assessment requirement (9.5)

Clinical evaluations

Feedback requirements (9.7)

Grades (9.8)

Healthcare providers’ involvement in student assessment (12.5)

Organisation Studies and Human Resource Management

An Educator’s Handbook

Organisation Studies and Human Resource Management: An Educator’s Handbook advances educational understanding and professional practice in the field of Organisation Studies and Human Resource Management (OSHRM).

The book:

• develops new theoretical perspectives on learning in OSHRM;

• introduces and evaluates innovative educational approaches, methods and techniques; and

• supports improved teaching, assessment and student learning.

Key Features of the Handbook

The chapters are evidence-based and provide practical guidance for enhancing the effectiveness of:

• OSHRM programmes,

• university and college courses, and

• professional development and human resource training settings globally.

The book brings together contributions from leading educators in OSHRM and supports:

• programme and curriculum design,

• course development, and

• classroom and online teaching practice.

Innovative Teaching and Learning Approaches

The handbook highlights innovative classroom and virtual learning experiences that:

• promote strong student engagement,

• cultivate critical and creative thinking, and

• enhance employability, leadership and enterprise capabilities.

A distinctive feature of the book is the inclusion of student perspectives, which enrich and validate the educational approaches proposed by the contributing authors.

Responding to Change in Higher Education

The book demonstrates how major changes in higher education — including:

• globalisation,

• mass participation,

• marketisation, and

• the recent pandemic crisis,

can be embraced as opportunities to advance:

• educational understanding, and

• educational policy and practice

within Organisation Studies and Human Resource Management.

Who This Handbook Is For

This handbook is especially valuable for:

• university educators in OSHRM,

• human resource developers,

• management and leadership development professionals, and

• academic staff at all career stages — from early-career educators to advanced practitioners.