Ensuring Quality. Advancing Strategy. Supporting Our Community.
How We Support You
Welcome to the Office of Accreditation and Quality Improvement (OAQI). This page serves as a central hub for understanding who we are, what we do and how we support continuous quality improvement (CQI) across the school.
Whether you're a faculty member, staff, student or external stakeholder, this page is designed to help you explore how CQI is implemented at the Jacobs School to enhance our curriculum, meet accreditation standards and advance our strategic goals.
Here, you’ll find tools and dashboards tailored to your role, access to service request forms and updates on how your feedback has led to real change through our “You Said…We Listened, You asked...We Did” initiative.
You’re here because you are part of a community committed to excellence, and this page is your gateway to the data, resources and support that make that possible.
At Jacobs, your voice drives meaningful change. We’re dedicated to creating the best possible experience for our students. This section showcases the most recent changes made across our offices to foster a more responsive learning environment—directly inspired by your feedback!
Want to see the full list of changes? Click the button below to view the complete table of all updates.
Changes in the 2024-25 AY:
| You said... | We did! | ||
|---|---|---|---|
| Who | Where | What | Why |
| Office of Student and Academic Affairs | |||
| All | ASQ & GQ Surveys | Financial Aid Advisor | Supports financial wellness and academic success by guiding students through financial aid, scholarships and budgeting to promote inclusivity and reduce financial barriers. |
| M2s | Student feedback | Step Preparation Wellness Initiative - "Wellness at Every Step" | Supports medical students by promoting well-being, reducing burnout and enhancing academic performance. With accessible wellness resources, peer support and stress management strategies, students can use these tools as needed, fostering resilience and a healthier learning environment for improved success. |
| All | ASQ & GQ Surveys | Financial Wellness Curriculum | Equips medical students with essential budgeting, debt management and financial planning skills, reducing stress and promoting long-term financial stability. |
| M3s | Feedback on Intersession | Remove session on burnout and ethics, was not helpful for students at this stage, make modifications to existing sessions, consider where this content will be built into the Well Beyond Curriculum | M3 Intersession is an important time to cover high yield topics, we want them to be useful and as we approach curricular changes, we want to identify where sessions will have the biggest impact. |
| M3s | Feedback on Intersession | Incorporated student feedback to plan for intersession including adding individual career advising sessions with the deans, moving sessions to make them more convenient, moving days off to allow for holiday travel, adding sessions to enhance tools for clinical care | M3 Intersession is an important time to cover high yield topics now that they have had several months of clinical care. It's an important time to address wellness, next steps in their career and reinforce important topics useful for any clerkship. |
| Office of Medical Curriculum | |||
| M1s | Clinical Immersions student feedback | Include sterile technique and surgical scrubbing training, provide students with engaging on-site talking points, improve communication with sites to ensure student arrivals and expectations are clear to support staff | Enhances students' preparedness, communication skills and overall clarity of expectations, leading to a more effective, engaging and smooth learning experience. |
| M1-M2 | Course evaluation, feedback from Polity representatives | Specific changes to courses made based on student feedback ("You asked, we listened," "Changes made since the last time this course was offered") | Responsiveness to student concerns, fostering engagement and trust while directly addressing curricular gaps. |
| M3-M4s | ASQ Survey | Expansion of elective opportunities and elective revisions to meet student needs | Expanding electives directly supports students in making well-informed career decisions by offering exposure to various specialties early in their training. This helps them identify fields that align with their skills, interests and long-term goals. |
| M3s | Student feedback in Phase 2 subcommittee and Phase 2 review | Revision of assessment modalities used in the clerkships | Ensures assessments accurately measure competency and align with real-world clinical skills, improving validity and fairness. |
| M1s | Feedback from midsemester survey and M1 polity representatives | Streamlining of CBIL session scheduling in the WellBeyond Curriculum | Reduces scheduling conflicts and cognitive overload, allowing students to focus more on learning rather than logistical concerns. |
| Medical Education and Educational Research Institute (MEERI) | |||
| All | Step Feedback | Hired two full time Learning Specialists to work with learners through the step process | Supports academic success during the STEP preparation process by providing individualized guidance, ensuring learners are equipped with strategies and support |
Curricular CQI
Please note: Thanks to your suggestions and comments on evaluations, numerous improvements to individual courses have been made. See the current course syllabi to track the evolution of each course and clerkship.