Policy Review History: Approved by the Faculty Council –  07/10/2024

Revisions approved by the Faculty Council – 10/28/2026

Students admitted to the University at Buffalo Jacobs School of Medicine and Biomedical Sciences (Jacobs School) have demonstrated considerable scholastic achievement. It is expected that they are all capable of mastering the tasks involved in becoming physicians. These encompass, in the words of Sir William Osler, “not a college course, not a medical course, but a life course, for which the work of a few years under teachers is but a preparation.”

Medical Education/Training is a full-time occupation, with the expectation that students will engage in full-time study. The standards of the medical profession are high, and the faculty has the responsibility for maintaining these standards and judging the students’ performance. While we do not wish to foster improper competition among students, it is important to recognize the accomplishments of those who have done exceptionally well. Likewise, it is equally important to identify students who may have difficulty with the knowledge, skills, and attitudes, so that appropriate measures can be taken to help them meet criteria for success as outlined in the technical standards.

Students must acquire a sufficient knowledge of the subject matter in each course/clerkship, and they must conduct themselves in a manner befitting a physician. As outlined in the Code of Professional Conduct, certain standards of behavior have always been expected of physicians. Some are explicitly stated in the modification of the Hippocratic Oath recited by Phase 1 students at the White Coat Ceremony, Phase 2 students at the Student Clinician Ceremony, and, along with the Charge of Maimonides, at graduation. These standards are expected of medical students throughout their course of study. Honesty, responsibility, humane and ethical conduct, punctuality and attendance, and other professionally appropriate behaviors are emphasized and will be taken into consideration as part of the evaluation and grading process. These qualities are particularly important when students are in contact with patients and with professional colleagues at various levels. Therefore, the faculty in all courses/clerkships require appropriate professional demeanor. Adherence to ethical standards of conduct that define professional integrity and competence is part of the student’s academic performance.

The Entering Class of 2024 are the first class of the Jacobs School’s “Well Beyond” curriculum. This curriculum was designed to help every student become an outstanding physician. Many of the classes and experiences in the curriculum are innovative and may challenge students’ traditional notion of medical curriculum. The Jacobs School Faculty considers all parts of the curriculum essential. In agreeing to attend the Jacobs School, each student assumes the professional obligation to fully engage in all aspects of the Well Beyond Curriculum. 

The academic status policies are intended to guide and facilitate successful completion of the academic program leading to the degree of Doctor of Medicine. The policies described here set forth criteria for recognition of academic excellence, responsibility for assessment of academic performance, promotion, the appeals process, graduation, the leave of absence policy, policies for students seeking a second degree, and transition to the Well Beyond Curriculum.

The Jacobs School makes many efforts to encourage academic excellence, initiative, creativity and leadership. This commitment is demonstrated by the many Honors and Awards presented to students attaining excellence. Awards to recognize exceptional performance may be given by the Jacobs School, individual academic departments, corporations, private individuals, foundations, and community organizations. The awards are presented at graduation, or at other special awards ceremonies.

Upon completion of each Phase, students who have demonstrated academic excellence in required courses/clerkships receive a Letter of Commendation from the Dean. Courses that count toward eligibility for a Dean’s letter are listed in the tables below. In Phase 1, students who receive greater than or equal to an 89.50% will receive the full 1 point per credit hour. Students whose course score is greater than or equal to 84.50% but less than 89.50% will receive 0.5 points per credit hour. 

In Phases 2 and 3, 1 point per credit hour will be awarded for students who earn honors in required courses and 0.5 points for students who earn high satisfactory. 

Only required courses listed above will be used for calculation of honor points. Electives will not be used to accrue points. For each Phase, students must earn greater than or equal to 90.00% of the available points to qualify for a Letter of Commendation. All scores and calculations will be rounded to the nearest hundredth of a percent. Students who receive an Unsatisfactory grade, who fail their first attempt at the USMLE Step exam or an NBME subject exam (shelf exam), or who fail to show sufficient professionalism are ineligible to receive a Dean’s Letter of Commendation for that Phase.

In the Well Beyond Curriculum, each Phase is considered an equivalent educational experience. Therefore, student standing is cumulative and will be determined by the average percent of points earned in each Phase. The Medical Student Performance Evaluation (MSPE) class standing will be calculated based only on Phase 1 and Phase 2 points.

Alpha Omega Alpha is a national organization dedicated to supporting academic excellence and perpetuating excellence in the medical profession. At the conclusion of Phase 2, students in the top 50% academically of their medical school class will be invited to submit a biographical sketch detailing leadership positions and skills, research activities, service, volunteer and extracurricular activities. The biographical sketch will be evaluated by a committee of three faculty who will assign a score based on an established rubric. Candidates are then considered for nomination based on academic performance in Phase 1 and Phase 2 (60%) and the evaluation of the biographical sketch (40%). In a typical year, no more than 20% of the class will be inducted.

Latin Honors, cum laude, magna cum laude and summa cum laude, are awarded to students who have met the criteria for such awards. The following outlines the criteria for each award:

1. Cum laude: A student earning one Dean’s Letter of Commendation, passes USMLE Step 1 on the first attempt and scores at least at the 60th percentile nationally on USMLE Step 2 will be considered for cum laude degree honors.
2. Magna cum laude: A student earning two Dean’s Letters of Commendation, passes USMLE Step 1 on the first attempt and scores at least at the 80th percentile nationally on USMLE Step 2 will be considered for magna cum laude degree honors.
3. Summa cum laude: A student earning three Dean’s Letters of Commendation, passes USMLE Step 1 on the first attempt and scores at least at the 90th percentile nationally on USMLE Step 2 will be considered for summa cum laude diploma honors.

Research Honors are awarded at graduation to students who have pursued outstanding research during medical school. Recipients of Research Honors are chosen by the Student Research Committee of the Jacobs School. The criteria used to identify students who qualify for Health Sciences Scholarly Project Honors includes (1) duration of research activity while in medical school, (2) focus or development of interest, (3) role that student played in research effort and (4) quality of efforts as indicated by publications, presentations and awards related to research effort.

It is the responsibility of each course/clerkship faculty to create and inform that students of learning objectives, performance criteria (in the case of clerkships to include academic and clinical performance), grading procedures, rules governing re-examinations, dates of midpoint and final evaluations (Phase 2 and 3 clerkships only), and details of remedial experiences. Course/clerkship directors will communicate incidents of substandard student academic performance or unprofessional behavior to the Senior Associate Dean for Medical Education (see Section 3.8. Oversight of Student Academic and Professional Development Chart). Course/clerkship educational activities will be overseen and evaluated by the Faculty Council Medical Curriculum Committee (Curriculum Committee).

Faculty who recognize that they have treated a student for a medical issue must recuse themselves from evaluating or subjectively grading that student. This recusal rule also applies to activities of the Student Progress, Professional Conduct and the Appeals Committees. If the student recognizes that a recusal should take place, they should contact the Senior Associate Dean for Medical Education or the course coordinator before the course starts, if possible.

The Curriculum Committee will establish curriculum content and structure and the educational goals and competencies of the Jacobs School, evaluate the curriculum, monitor educational outcomes, establish grading policies, and formulate and implement curricular policy and academic programs leading to the M.D. or combined M.D./professional-school degree in the Jacobs School.

Responsibility for formal review of student performance leading to phase promotion, graduation, or change in academic or professional status is vested in this committee. The Student Progress Committee will carry out a thorough and timely review of cases in which students do not meet the academic or professional standards as specified by the academic and professional conduct policies of the Jacobs School. Student performance data are under continual review by the Senior Associate Dean for Medical Education. Whenever a substandard level of performance is noted, the data will be gathered by the Senior Associate Dean for Student and Academic Affairs, or designee, and referred to the Student Progress Committee for comprehensive review. The Student Progress Committee will refer cases of unprofessional behavior to the Professional Conduct Committee for review and investigation as appropriate, which will report its findings back to the Student Progress Committee for its consideration. A report of the findings and conclusions of the Student Progress Committee, including any findings of the Professional Conduct Committee, will be forwarded to the student’s Learning Community Faculty Coach and the Senior Associate Dean for Medical Education who will take the action(s) specified in the Committee’s report. A student whose academic status may be adversely affected by such action shall be notified (see Section 5.3. Procedures for Review of a Student Whose Academic Status may be Adversely Affected by a Student Progress Committee Action) and may petition the Dean of the Jacobs School for an appeal (see Section 6. Appeals Process). If a committee member is directly involved in a particular case, he/she will be recused from the deliberations of that case. The committee may also request a consultation from the learning specialist who has worked with the student. To avoid a conflict of interest the administrative staff of the Office of Medical Education may not serve as a voting member(s) of the Student Progress Committee but can serve as consultant(s) to the Committee.

The Senior Associate Dean for Medical Education is responsible for carrying out the action(s) specified in the report of the Student Progress Committee. In cases of unprofessional behavior, the Senior Associate Dean will inform the Student Progress Committee (see Section 3.3) and the Professional Conduct Committee (see Section 3.7) of the final decision concerning the case. The Dean may be petitioned for an appeal of any action taken. If the Senior Associate Dean is directly involved in a particular case, he/she will be recused from the deliberations of that case, and the Dean will appoint a temporary administrative replacement.

The Dean has final authority in academic matters pertaining to student academic and professional progress. The Dean may grant an appeal of actions that may adversely affect a student’s status and may refer the appeal to the Appeals Committee for its review and recommendation. When a request for an appeal is referred, the Dean determines the final outcome, guided by the recommendations of the Appeals Committee. The Dean or his/her designee will inform the Student Progress Committee, Executive Committee, or the Professional Conduct Committee of all decisions and the reasons for them.

A student whose academic status may be adversely affected by a Student Progress Committee action or by action of the Dean may appeal the action. The Appeals Committee shall function as an adjudication committee in matters of dismissal and/or grievance. The Dean will convene the Committee (see Section 6. Appeals Process). The makeup of the committee will be designed to remove the distorting pressure of personality or conflict of interest and will assure equal, dispassionate, responsive and equitable treatment of the nuances and unique qualities of each appeal. The committee will elect the chairperson. The membership of the committee will be made public each year at the start of the academic year. Faculty and student alternates will substitute for any regular committee member who may be unable to participate in a particular case for any reason including a conflict of interest. A student may challenge any committee member on the basis of a conflict of interest; challenges must be submitted in writing to the Dean within 5 academic days after the Appeals Committee is convened. The Dean or his/her designee will rule on the validity of the challenge within 5 academic days of its receipt. The recommendations of the Appeals Committee will be forwarded to the Dean by the Appeals Committee chairperson within 10 academic days of the final session of the Committee hearing. The recommendations may affirm, overturn or modify the subject being appealed.

The Professional Conduct Committee (PCC) helps students develop professional ethics that encourage honesty and integrity in themselves, in their peers, and in medicine as a discipline. The Committee serves as a resource for mediating accusations of breaches of professional conduct. Cases of academic dishonesty, or other unprofessional behavior may be reported by an individual faculty member, curriculum administrator, or student. A case may also be referred to the Student Progress Committee, which will refer such cases to the PCC for review and investigation. The PCC reports all findings back to the Student Progress Committee. The findings of the Student Progress Committee will then be forwarded to the Senior Associate Dean for Medical Education who will take the action(s) specified in the Committee’s report (see Section 5. Disciplinary Procedures). The Senior Associate Dean will inform the initiator of the complaint (when appropriate) and the Professional Conduct Committee of the final decision concerning the case.

The purpose of this policy is to establish a clear, fair, and timely mechanism by which medical students may request reconsideration of, and formally appeal, final grades and academic assessments in the Doctor of Medicine (M.D.) program. This process ensures compliance with LCME Element 11.6 and institutional requirements for the integrity of student educational records.

4.1.1.1. Reconsideration

A student who believes there is an error in a reported grade must submit a written reconsideration request to the Course or Clerkship Director (Director) identifying the specific error(s) alleged to have contributed to the reported grade. Requests for reconsideration must be filed within 10 business days of the release of the final grade. Reconsideration applies to the following grounds:

1. A factual or calculation error in the grade
2. Deviation from the published syllabus, clerkship grading policies, or institutional procedures
3. A procedural irregularity that affected the evaluation outcome
4. Evidence of bias, discrimination, or differential treatment unrelated to academic performance
5. A narrative evaluation containing factual inaccuracies or inappropriate commentary

The Director will review all materials, evaluations, and assessments that contributed to the contested grade and may meet with the student or request additional information from the student, if necessary. The Director will issue a written decision within 3 business days (Monday–Friday). 

4.1.1.2. Formal Grade Grievance

If the student believes the reconsideration decision did not resolve the error, the student may file a written grievance with an Assistant or Associate Dean for Student and Academic Affairs. All grade grievances must be filed within 20 business days of the release of the grade to the student.

That Dean will convene a committee composed of the following members:

• An Assistant or Associate Dean for Student and Academic Affairs
• An Assistant or Associate Dean for Medical Curriculum
• An uninvolved faculty member
• A medical student from the Appeals Committee

The grievance must include all materials from the reconsideration process, along with a written explanation of why the grievance is being pursued and why the reconsideration failed to address the relevant grounds listed above. Any committee member with involvement in the grade in question must recuse themselves and will be replaced by a representative designated by the Senior Associate Dean for Medical Education.

The committee will meet with the student within 10 business days of receiving the grievance and will issue a final written decision within 10 business days of that meeting. The committee's decision is final with respect to the grade in question.

A student may appeal the committee's decision through the standard appeals process of the Jacobs School solely on grounds of process or procedural failure.

A student who has satisfactorily completed all Phase 1 courses and requirements and demonstrated appropriate professional behavior is eligible for promotion to Phase 2. These include passing all Phase 1 courses and the United States Medical Licensing Examination (USMLE) Step 1 examination. Students must earn a passing grade in all Phase 1 courses before sitting for the USMLE Step 1 examination. Students successfully completing all requirements of Phase 1 shall be approved for promotion by a vote of the Student Progress Committee. These votes will occur at the end of Phase 1.

USMLE Step 1 must be passed within 24 months of the completion of all Phase 1 required courses (including leaves of absences). Failure to do so will result in a recommendation for dismissal from the Jacobs School.

While passage of USMLE Step 1 is required for promotion to Phase 2, students may provisionally begin Phase 2 contingent on the outcome of their examination (see Section 4.2.3.5. Students Who Fail the Step 1 Exam). The specific date by which students must sit for the Step 1 examination and still be eligible to provisionally begin Phase 2 will be disseminated each year by the Office of Medical Education.

An academic difficulty for students in Phase 1 shall be defined as:

1. Failure of a course.
2. Failure of a remedial experience.
3. Lapse in academic integrity leading to a failing grade (see Section 5.1. Disciplinary Procedures for Concerns Related to Academic Integrity). This single failure in professional behavior may be deemed non-remediable. The course director may make such a recommendation to the Senior Associate Dean for Medical Education for review and referral to the Student Progress Committee.

4.2.3.1. Students Who Fail a Single Course in Phase 1

Students who fail a single course will be counseled by the Senior Associate Dean for Medical Education, or their designee, and referred to the Student Progress Committee, and may be eligible to remediate. Students who have failed a course are considered not in good academic standing.

1. Remediation is available for every required course but by itself does not satisfy the requirements of the primary course offering. 
2. Based on the failed component of the course, an equivalent assessment or assignment will be used to satisfactorily complete the requirements for remediation. Satisfactory remediation will result in a passing grade in the course. The previously-recorded unsatisfactory grade will remain part of the student’s record and will appear as a U/P on the transcript once successfully remediated. Successful remediation will result in a return to good academic standing.
3. Results of the remediation will not count toward a Dean’s Letter of Commendation, Latin Honors or other academic honors
4. Failure to obtain a satisfactory grade in a remedial experience will result in a recommendation for dismissal from the Jacobs School
5. Remediation for courses failed in the first or second semester of Phase 1 will take place in the summer following the second semester. The student must successfully remediate first and second semester courses before the beginning of the third semester. Remediation for courses failed in the third semester will occur immediately following the end of that semester. All Phase 1 courses must be passed prior to sitting for the USMLE Step 1 examination.

4.2.3.2. Students Who Fail Two Courses in Phase 1

If a student fails a second course, they will be notified by the course director, and the student will be referred to the Student Progress Committee. Their record will be critically reviewed by the Committee immediately after the second failure. All previous course failures will be considered regardless of subsequent successful completion of remediation. 

Students who accrue two failures in courses that occur in the same academic year (i.e., July – June) will be removed from their current coursework upon receipt of the second failing grade and restart the academic year with the subsequent cohort. If the second course failure occurs in a subsequent academic year, based on overall academic performance and non-academic extenuating circumstances, the committee will determine whether the student shall be permitted to (1) remediate the deficiencies, or (2) suspend their current program and repeat one or more semesters/years of Phase 1.

The Student Progress Committee may identify requirements the student must meet to assure an academically sound curriculum that best meets the needs of the individual student. If a modified curriculum is required, the Senior Associate Dean for Medical Education will notify the student. All appeal considerations reside with the Dean.

4.2.3.3. Students Who Fail More Than Two Courses in Phase 1

Students who fail three courses during Phase 1 will be recommended for dismissal from the Jacobs School. The total number of course failures will be considered regardless of subsequent successful completion of remediation. 

4.2.3.4. Notification of Course Failures

Students will be notified of course failures in writing to their UB IT Email address by the course director within 10 business days of the administration of the final assessments of the course. It is the student’s responsibility to check their UB email regularly as this remains the channel for official communications. If a student expects to be without email access for more than a week, they should notify the Office of Medical Education. 

4.2.3.5. Students Who Fail the Step 1 Exam

The Student Progress Committee will be alerted of all USMLE failures.

Students who fail their first attempt at the USMLE Step 1 Examination will not be promoted to Phase 2. Students who have not yet begun their first Phase 2 clerkship will not be allowed to begin their clerkships and instead begin preparation to retake USMLE Step 1 after consultation with the Office of Student and Academic Affairs and the Learning Sciences and Educational Success Program. Students who have already begun a Phase 2 clerkship while awaiting their USMLE Step 1 score may either be removed from their clerkship or allowed to finish the clerkship at the discretion of the Student Progress Committee, in consultation with the Senior Associate Dean for Medical Education or designee. Students must complete a reattempt of Step 1 prior to re-entering Phase 2 curricula. These students will then be allowed to provisionally proceed with Phase 2 pending the results of the Step 1 examination.

Students who fail the Step 1 examination for a second time may be allowed to complete or be removed from the Phase 2 clerkship in which they are currently enrolled at the discretion of the Student Progress Committee, in consultation with the Senior Associate Dean for Medical Education or designee. They will then be allowed to prepare for, and sit for, the Step 1 examination. Students who have failed USMLE Step 1 two times must post a passing score before re-entering into Phase 2. The timing of re-entry into Phase 2 clerkships will be determined in coordination with the student and Office of Student and Academic Affairs.

Failure of the third attempt at Step 1 will result in recommendation for dismissal from the Jacobs School.

All required Phase 2 clerkships/courses, and the Phase 2 Clinical Competency Examination must be taken and passed before a student is presented to the Student Progress Committee for promotion to Phase 3 and approved by a vote of the committee. 

Students who have successfully completed all Phase 3 courses, passed USMLE Step 2, and have demonstrated appropriate professional behavior will be recommended for graduation.

Phase 2 and 3 shall be completed within 40 months, exclusive of any official leave of absence or additional approved academic or training program (e.g., research fellowship). Students who fail to complete Phase 2 and Phase 3 within 40 months will be recommended for dismissal to the Student Progress Committee. 

Students shall complete all requirements for graduation within a total of 72 months (6 years), exclusive of any official leaves of absence or additional approved academic or training program (e.g., research fellowship). Failure to do so will result in a recommendation for dismissal from the Jacobs School. A leave of absence shall not exceed 12 months. For a combined M.D. and Ph.D. program the Ph.D. shall not exceed an additional 60 months beyond the maximum 72 months allowed for the M.D. degree program. This time can be extended with the permission of the Senior Associate Dean for Medical Education and the Director of the MD/PhD program.

Students are required to take and pass the USMLE Step 2 Examination sufficiently in advance of the graduation to allow for a score to be recorded. The specific date by which students must sit for the Step 2 Examination will be disseminated each year by the Office of Medical Education. The Step 2 examination must be completed within 12 months following completion of the Phase 2 requirements, exclusive of non-academic leaves of absence. The Phase 2 Clinical Competency Examination must be passed prior to starting Phase 3 and may not be taken more than three times. Students who fail to pass the Clinical Competency Examination on their third attempt will be recommended for dismissal to the Student Progress Committee. 

4.3.3.1. General Principles and Definition of Failure

The following provisions provide the basis for decisions concerning promotion of students who have academic difficulty in Phases 2 and 3. These provisions are intended to guide the Student Progress Committee in proceeding in a consistent, equitable, and constructive manner when considering a student’s academic status. A student’s academic background, professional behavior, health, and personal circumstances shall be considered carefully by the Student Progress Committee in its evaluation of academic performance.

For purposes of this policy, failure in Phase 2 or Phase 3 includes:

• Failure of a clerkship/course.
• Failure of a remedial experience.
• Lapse in academic integrity leading to a failing grade, as described in Section 5.1, Disciplinary Procedures for Concerns Related to Academic Integrity. This single failure in professional behavior may be deemed non-remediable. The clerkship/course director may make such a recommendation to the Senior Associate Dean for Medical Education for review and referral to the Student Progress Committee.

4.3.3.2. Single Clerkship/Course Failure or Failed Clerkship Component

A student with a single clerkship/course failure, or a failure of a required clerkship component, will be notified by the clerkship director, and the student’s record will be critically reviewed by the Assistant or Associate Dean.

Core Clerkship Components. Students are graded on the following components in each core clerkship:

• NBME Subject Examination
• OSCE
• Clinical Performance

Remediation is required for students who fail any of these components. Additional targeted remediation may be assigned for significant deficiencies within individual competency domains identified through clerkship assessment processes.

NBME Subject Examination Failure. A student who fails a required NBME Subject Examination will:

• Meet with a Learning Specialist.
• Complete an Individualized Learning Plan (ILP) focused on identified knowledge deficits.
• Complete required remediation activities as specified in the ILP before reassessment.

Students are permitted one reassessment opportunity for each clerkship. The highest final clerkship grade achievable upon successful reassessment is Satisfactory. If the reassessment is unsuccessful, the student is considered to have failed the clerkship and will receive an Unsatisfactory grade on the transcript. A revised ILP will be developed for formal clerkship remediation, which may include additional reexamination or retaking the clerkship in its entirety.

A student who defers or fails two or more NBME Subject Examinations during Phase 2 will be required to take an academic pause from all coursework. During the academic pause, the student must successfully complete all outstanding deferred or failed NBME Subject Examinations according to an ILP approved by the Office of Student and Academic Affairs. Upon successful completion of the required examinations and fulfillment of all remediation requirements, the student may be eligible for re-entry into the curriculum at a time determined by the Office of Student and Academic Affairs.

OSCE Failure. A student who fails a clerkship OSCE will:

• Meet with the Clerkship Director and an Assistant or Associate Dean to review performance deficiencies.
• Complete an Individualized Learning Plan (ILP).
• Complete required remediation activities as specified in the learning plan before reassessment.

Students are permitted one OSCE reassessment opportunity for each clerkship. If the OSCE reassessment is successful, the highest final clerkship grade achievable is Satisfactory. If the OSCE reassessment is unsuccessful, the student is considered to have failed the clerkship and will receive an Unsatisfactory grade on the transcript. A revised ILP will be developed for formal clerkship remediation, which may include additional reexamination or retaking the clerkship in its entirety.

A student who defers or fails two or more OSCEs during Phase 2 will be required to take an academic pause from all coursework. During the academic pause, the student must successfully complete all outstanding deferred or failed OSCEs according to an ILP approved by the Offices of Medical Curriculum and Student and Academic Affairs. Upon successful completion of the required examinations and fulfillment of all remediation requirements, the student may be eligible for re-entry into the curriculum at a time determined by the Office of Student and Academic Affairs.

Clinical Performance Failure. A student who fails the Clinical Performance component is considered to have failed the clerkship and requires formal clerkship remediation. The student will be reviewed by the Remediation Team, which includes the Clerkship Director, Assistant or Associate Deans, a Learning Specialist, and additional educational faculty or personnel as deemed appropriate by the Senior Associate Dean for Medical Education. The student may be required to discontinue the current clerkship, a subsequent clerkship, and/or remediate the failure prior to re-entering the Phase 2 curriculum.

Formal clerkship remediation includes meeting with the Remediation Team. The Remediation Team will assist the student in developing an ILP that identifies specific competency deficiencies, required educational activities, methods of reassessment with defined performance expectations, and completion timelines.

Successful remediation satisfies the remediation requirement; the grade will appear as a U/S on the transcript once successfully remediated.

If the student fails to successfully complete the remediation plan, or fails to complete the remediation plan on the timeline outlined in the ILP, the student is considered to have failed the remedial experience and will be referred to the Student Progress Committee for further review in accordance with the Academic Status Policy.

4.3.3.3. Remediation Requirements and Re-entry

Students must remediate all Phase 2 failures before entering Phase 3. Phase 3 failures must be remediated prior to graduation.

Failure to obtain a Satisfactory grade in a remedial experience will result in a recommendation for dismissal.

4.3.3.4. Two Clerkship/Course Failures in Phase 2 or Phase 3

A student with two separate clerkship/course failures will be critically reviewed by the Student Progress Committee immediately after the second failure occurs. The total number of course failures in Phase 2 and Phase 3 will be considered regardless of subsequent successful completion or remediation. Upon receipt of the second clerkship/course failure, the student must suspend their current program and remediate the failures before continuing in the curriculum or repeat the entire Phase, per review of the Committee. The Student Progress Committee may determine a need for a modification of the prescription of study in order to assure an academically sound curriculum that best meets the needs of the individual student. If a modified curriculum is required, the Senior Associate Dean for Medical Education will notify the student. Final appeal decisions reside with the Dean.

4.3.3.5. Three Clerkship/Course Failures, Repeat Failures, or Failed Remediation

A student who fails three clerkships/courses during Phases 2 and 3 will be recommended for dismissal from the Jacobs School. The total number of clerkship/course failures in Phases 2 and 3 will be considered regardless of subsequent successful completion or remediation. In addition, a student failing a required clerkship/course for the second time will be recommended for dismissal. This second-failure rule applies to students repeating a Phase. Failure to obtain a Satisfactory grade in a remedial experience will also result in a recommendation for dismissal.

4.3.3.6. Notification of Course/Clerkship Failures in Phase 2 and 3

Students will be notified of course failures in writing to their UB IT Email address by the course director within six weeks of the completion of the clerkship or course. It is the student’s responsibility to check their UB email regularly as this remains the channel for official communications. If a student expects to be without email access for more than a week, they should notify the Office of Medical Education.

All elements of Section 4.4 apply solely to students enrolled in PCAT.

The Primary Care Accelerated Track (PCAT) is a three-year MD pathway designed for students committed to careers in Internal Medicine, Family Medicine, Pediatrics, or Internal Medicine-Pediatrics. Because the curriculum is accelerated and highly structured, students are expected to maintain continuous academic progression without interruption.

This policy establishes the academic progression standards, pathway transition requirements, and consequences of failure or delay within the PCAT curriculum.

This policy supplements existing Jacobs School of Medicine and Biomedical Sciences academic policies. In matters not specifically addressed in Section 4.4, all standard MD program policies apply.

PCAT is an accelerated curricular pathway with reduced scheduling flexibility compared to the standard four-year MD curriculum. Due to the compressed timeline, the curriculum does not permit significant interruption, delay, or extended remediation while remaining in the three-year graduation pathway.

Students enrolled in PCAT are expected to:

• Successfully complete all required coursework, clerkships, and assessments on schedule;
• Progress continuously through all curricular phases;
• Meet all academic and professionalism standards of the Jacobs School MD program; and
• Complete all required USMLE examinations according to the established PCAT timeline.

Failure to maintain uninterrupted progression may result in automatic transition to the standard four-year MD pathway.

A student enrolled in PCAT will be transitioned to the standard four-year MD pathway under any of the following circumstances:

1. Failure of any Phase 1 course;
2. Failure to sit for and/or successfully complete USMLE Step 1 according to the established PCAT timeline;
3. Failure of any required clerkship, LIC, acting internship, or required course or rotation in Phases 2 and 3;
4. Academic delay that prevents continued progression within the established PCAT curriculum timeline; or
5. Academic or professionalism concerns requiring remediation incompatible with continued participation in the accelerated pathway.

Transition from PCAT to the four-year MD pathway is automatic and not subject to appeal.

Students who transition from PCAT remain enrolled in the Jacobs School MD program provided they remain in good academic standing under applicable institutional policies.

A Leave of Absence (LOA) may be granted to students in the PCAT track in accordance with applicable Jacobs School and University at Buffalo policies.

A student granted a LOA may remain eligible for continued participation in PCAT provided that:

• the leave does not exceed one academic year, 
• the student re-matriculates with the next academic year PCAT cohort, and 
• the student remains in good academic and professional standing. 

Because of the accelerated and cohort-based structure of the curriculum, re-entry into PCAT following a LOA may occur only at designated curricular entry points determined by the Office of Medical Education.

A LOA permitting return to PCAT may occur only once during a student’s enrollment in the program. Any subsequent LOA or interruption in progression will result in transition to the standard four-year MD pathway.

A student who fails any Phase 1 course will be transitioned from the Primary Care Accelerated Track (PCAT) to the standard four-year MD pathway.

Because the accelerated curriculum requires uninterrupted academic progression, remediation or repetition of Phase 1 coursework is not compatible with continued participation in the three-year pathway.

Following transition:

• the student will continue under the academic policies and timelines of the standard four-year MD curriculum, 
• any required remediation will occur in accordance with existing Jacobs School policies, and 
• the student’s anticipated graduation timeline will ordinarily extend beyond three years. 

The resulting transition from PCAT is automatic and not subject to appeal.

A student who fails any required clinical experience, including a clerkship, longitudinal integrated clerkship (LIC), acting internship, sub-internship, or other required course or clinical rotation, will be transitioned from PCAT to the standard four-year MD pathway.

Because the accelerated curriculum requires continuous progression through the clinical phases, remediation, repetition, or interruption of required clinical experiences is not compatible with continued participation in the accelerated pathway.

The student will re-enter the standard MD curriculum during the following academic year at a point determined by the Office of Medical Education.

Any failed course or clinical experience must be remediated in accordance with institutional policy. 

The resulting transition from PCAT is automatic and not subject to appeal.

PCAT students must sit for and successfully complete USMLE Step 1 according to the timeline established by the PCAT curriculum and Jacobs School policies.

A student who:

• delays Step 1, 
• does not sit for Step 1 as scheduled, 
• fails Step 1, or 
• otherwise cannot progress according to the required PCAT timeline 

will be transitioned to the standard four-year MD pathway.

Following transition, the student will continue under the policies, timelines, and graduation requirements governing the standard MD curriculum.

PCAT students must successfully complete the USMLE Step 2 and graduation requirements established by the Jacobs School of Medicine and Biomedical Sciences.

A student who fails to successfully complete Step 2 requirements within the required PCAT timeline may be removed from the accelerated graduation pathway and transitioned to the standard four-year MD pathway or an extended graduation timeline.

Failure to complete Step 2 requirements on schedule may result in:

• delayed graduation, 
• delayed residency start, 
• withdrawal from the Match process, and/or 
• modification of the student’s anticipated residency training timeline. 

Any remediation, repeat testing, or revised graduation plan will occur in accordance with institutional policies and the determination of the Student Progress Committee.

Following any remediation and transition to the standard MD curriculum, the student will continue under the policies, timelines, and graduation requirements governing the standard MD curriculum.

When a transition trigger occurs:

1. The student will be notified in writing by the PCAT Director. 
2. The Offices of Medical Curriculum and Student and Academic Affairs will review and document the student’s revised academic plan.
3. The student will meet with an assistant or associate dean in student and academic affairs to review progression requirements, remediation plans, graduation timeline implications, and available support resources. 
4. The student’s subsequent academic progression will be governed by standard MD program policies and procedures.

Students may appeal underlying grades, evaluations, or academic determinations using established Jacobs School appeal processes.

The automatic transition from PCAT resulting from those outcomes is not subject to appeal. However, the transition from PCAT will not occur until all appeal decisions of grades, evaluations, or academic determinations are finalized.

Financial aid, scholarship status, tuition obligations, and repayment requirements following transition from PCAT are governed by the student’s signed scholarship agreement and applicable institutional financial aid policies.

Serious or repeated professionalism concerns will be managed according to existing Jacobs School policies and procedures.

The Jacobs School reserves the right to modify curricular scheduling, clinical placements, sequencing, pathway operations, and program requirements as necessary to maintain educational quality, accreditation compliance, and operational feasibility.

Allegations related to lapses in academic integrity will be resolved by the following procedures. 

If a faculty member has reason to believe that a student demonstrated a lapse in academic integrity, the instructor shall notify the student suspected of the infraction in writing to their UB IT Email address within 10 academic days (academic days are defined as weekdays when classes are in session) of discovery of the alleged incident.

1. Once the alleged incident has occurred, the student may not withdraw from the course/clerkship without permission of the instructor.
2. The instructor shall meet and consult with the student within 10 academic days of the date of notification. At consultation, the instructor shall inform the student of the allegations relating to the specific incident. If, after consultation with the student, the instructor believes a lapse in academic integrity did not occur, no sanctions will be imposed, and the instructor will orally inform the student of that finding and, if the student so requests, will provide the student with a written statement confirming that finding. If, after consultation with the student, the instructor believes a lapse in academic integrity did occur, the instructor will refer the matter to the Senior Associate Dean for Medical Education for referral to the Student Progress Committee (see Section 3.4 and Section 3.3). If the student fails to attend the consultative meeting, the instructor will refer the matter to the Senior Associate Dean for Medical Education for referral to the Student Progress Committee.

The Student Progress Committee will review the allegation. The matter may be referred to the Professional Conduct Committee for review and investigation, which will report its findings back to the Student Progress Committee. The Student Progress Committee has the authority to impose one or more of the following actions:

1. Revision of Work. Requiring the student to replace or revise the work in which dishonesty occurred. (The instructor may choose to assign a grade of “I” pending replacement or revision of the work.)
2. Reduction in Grade. With respect to the particular assignment/exam or final grade in the course.
3. Failure in the Course. To be indicated on the transcript by a grade of “U” without comment.
4. Dismissal. (See Section 5.4. Dismissal from the Jacobs School)

The Senior Associate Dean for Medical Education shall provide the student with a copy of the Student Progress Committee’s decision, and the student’s right to appeal that decision. The decision letter shall be sent to the student in writing to their UB IT email address within 10 academic days of the date of the consultation meeting.

Certain standards of professional conduct are expected of physicians. These same standards of professional conduct are expected of medical students throughout their four years of study at this School. Integrity and responsibility, humane and ethical conduct, punctuality and attendance, timely completion of patient records and documents, and other professionally appropriate behavior, as outlined in the Code of Professional Conduct, are emphasized. These standards are considered in evaluation of a student, and will be used by the faculty in determining a student’s status in the School.

If a course/clerkship director, the Student Progress Committee, or an individual faculty member or student has reason to believe that a student may have committed an act of unprofessional conduct, they shall refer the act of unprofessional conduct to the Senior Associate Dean for Medical Education. The Senior Associate Dean will refer the case to the Student Progress Committee, which will refer the case to Professional Conduct Committee (PCC) for review and investigation, as appropriate. The PCC will report its findings back to the Student Progress Committee. The findings of the Student Progress Committee will be forwarded to the Senior Associate Dean for Medical Education who will take the action(s) specified in the Committee’s report. Actions may include, but are not limited to:

1. Oral or Written Admonition. A statement that a minimum standard of conduct has been violated.
2. Written Warning. Notification that repetition of a specific behavior will result in more severe disciplinary action(s). This will be placed in the student file as documentation of the warning.
3. Academic Reprimand. A letter to be placed in a student’s file and included in the student’s Medical Student Performance Evaluation (MSPE).
4. Probation. Exclusion from participation in University activities and privileges for a stated period of time, or permission to continue in University activities under specified conditions and included in the student’s Medical Student Performance Evaluation (MSPE).
5. Restitution. Reimbursement for damages to be paid within one (1) week of next loan disbursement date and included in the student’s Medical Student Performance Evaluation (MSPE).
6. Suspension. Immediate exclusion from all classes, activities and academic buildings for a specified period of time and included in the student’s Medical Student Performance Evaluation (MSPE).
7. Dismissal. (see Section 5.4 Dismissal from the Jacobs School).

The Senior Associate Dean will inform the appropriate initiator of the complaint, the Student Progress Committee, the Professional Conduct Committee and the student’s Learning Community Faculty Coach of the final decision concerning the case.

The student may petition the Dean for an appeal to any action taken. If the Senior Associate Dean for Medical Education is directly involved in a particular case, he/she will be recused from the deliberations of that case.

Students shall notify the Senior Associate Dean for Medical Education of all arrests or criminal convictions within 24 hours. While criminal proceedings will not automatically bar a student from participating in a course/clerkship or other clinical situation, the Senior Associate Dean for Medical Education will assess the individual circumstance to determine if the student will be allowed continued participation in the curriculum. A student with pending criminal matters may be required to refrain from participating in a course/clerkship or other clinical situation until the criminal matter is resolved. If the student is convicted of a crime, the Senior Associate Dean will refer the case to the Student Progress Committee to determine if the student has committed an act of unprofessional behavior.

Students shall have the opportunity to be interviewed by the Student Progress Committee when the committee is to consider any action that would adversely affect the student. Such meetings will be scheduled by the chairperson of the Student Progress Committee, with the proviso that students will receive at least 72 hours advance notice of the meeting. The student will be informed in writing by the chairperson of the Student Progress Committee of the academic or professional allegations. For assistance in preparing for the meeting, the student should contact the Office of Medical Education.

The student will have the opportunity to present information on his/her own behalf. The student may be accompanied by their advocate, who is not a lawyer, but who is their Learning Community Faculty Coach, a different faculty member, or a Learning Specialist at the Jacobs School. If a student is unable to be present at the initial meeting where their academic status is discussed, a second meeting shall be held with the student and advocate in attendance. The absence of the student and their advocate from the second scheduled meeting does not preclude the Student Progress Committee from taking an action regarding the student’s academic status. Any member of the Student Progress Committee who has a conflict of interest in the case (e.g., a teacher in a course for which the student’s academic performance is in question) will be recused from the meeting of the Committee, except as required to provide information requested by the student or Committee.

The findings of the Committee, including any findings of the Professional Conduct Committee, will be forwarded to the Senior Associate Dean for Medical Education who will take the action(s) specified in the Committee’s report. The actions of the Senior Associate Dean for Medical Education will be issued to the student. The student may petition the Dean of the Jacobs School for an appeal (see Section 6. Appeals Process).

The Jacobs School reserves the right to dismiss any student who fails to meet the academic standards or who fails to demonstrate the required standards for the ethical and competent practice of medicine. Specifically, a student will be dismissed when:

1. A student fails a remedial experience.
2. A student fails a total of 3 required courses during the Phase 1 Curriculum.
3. A student cannot complete the Phase 1 Curriculum in 38 months or less (exclusive of any official leave of absence).
4. A student fails a total of 3 clerkships/courses in Phase 2 and Phase 3.
5. A student cannot complete the Phase 2 and 3 Curriculum in 40 months or less (exclusive of any official leave of absence).
6. A student fails Step 1 or Step 2 of the USMLE three times.
7. Any student who fails to demonstrate the required standards for the ethical and competent practice of medicine as described in the Code of Professional Conduct.

The Jacobs School encourages the prompt and fair resolution of all appeals. A student may appeal dismissal from the Jacobs School, or any action taken by the Student Progress Committee or as a result of a grievance procedure.

The following plan provides a sequence of events that are designed to remove the distorting pressure of personality or conflict of interest by the relevant parties from the resolution of medical student appeals. This plan involves the assurance of equal, dispassionate, responsive and equitable treatment of the nuances and unique qualities of each appeal. For assistance in pursuing an appeal, the student should contact the Office of Medical Education.

1. The student has no more than 10 academic days following the filing of a ruling to deliver evidentiary materials to the Dean or their designee. The student shall provide a written statement of evidence supporting his or her position, any relevant documentation, and the names of potential witnesses.
2. Upon review of relevant materials (including all evidence and statements communicated during consultation), the Dean has 10 academic days to review the student’s appeal. The Dean will either uphold the adverse academic action; reverse the adverse academic action; or convene the Appeals Committee for further review and investigation. The Appeals Committee will have 20 academic days from the Dean’s decision to review, hold a hearing, and provide a recommendation to the Dean. 
3. The Office of Student and Academic Affairs shall convey all evidentiary materials to the student, along with the composition of the Appeals Committee at least 72 hours before the hearing. If the student thinks that a member of the Appeals Committee cannot render an objective judgment, they have 24 hours to request a replacement.
4. At hearing(s), the Appeals Committee shall provide sufficient opportunity for both principals to present their positions and shall allow each principal the right to question the presentation(s), written or verbal, of those who contribute information to the Committee. This is not an adversarial proceeding. The hearing(s) shall not be subject to the rules governing a legal proceeding. Each student will be accompanied by an advocate, who is not a lawyer, but who is a faculty member at the Jacobs School. The advocate shall be present at all hearings. The advocate may not be a relative of the principal. If the student cannot find a suitable advocate, the Office of Medical Education will assist the student in identifying possible advocates. If the student does not wish to be accompanied by an advocate, they must sign a waiver acknowledging this refusal.
5. The Appeals Committee shall provide the Dean with a written statement of recommendations after the final meeting of the Committee. Recommendations may affirm, overturn or modify the findings of the subject being appealed.
6. The Dean considers the Appeals Committee’s findings and recommendations and renders a final decision within 10 academic days. The Dean’s decision shall be submitted in writing from the Dean to the student to their UB IT Email address 

The Dean’s decision is final.

The degree of Doctor of Medicine (M.D.) is conferred by the State University of New York when the student candidate has been recommended for graduation by the Student Progress Committee and has satisfied all of the academic requirements of the Jacobs School and met standards of professional behavior.

The primary mission of medical students is to fully participate in their medical education, as defined by the standard curriculum. Students may also enroll in non-required courses from offerings of the Jacobs School or the University. However, students must obtain approval to enroll in these courses. Approval to enroll in these non-required elective courses will depend on the following:

1. A review of the student’s academic record by the Office of Medical Education showing that they are in good academic standing.
2. Discussions between the Office of Medical Education and the course/clerkship director, confirming that the student is performing satisfactorily in ongoing courses/clerkships.
3. Discussions between the Office of Medical Education discussions and the course/clerkship director, confirming that there are no conflicts with previously scheduled required activities or examinations.

Leaves of absence are granted either to give a student time to resolve a problem or to allow the student time for another pursuit that will supplement their medical education. Requests for leave must be approved by the Senior Associate Dean for Medical Education and the Leave of Absence Committee. This process represents the School’s concern that leaves be granted only when justified and consistent with the student’s effective medical education. Requests for leave receive careful consideration, and the procedure for returning from leave is outlined. A Leave of Absence Committee working closely with the Senior Associate Dean for Medical Education considers requests. The Leave of Absence Committee is annually appointed by the Dean and consists of faculty from the pre-clinical and clinical departments. Leaves may be granted for the following reasons:

1. To resolve personal problems: These leaves are given for a wide range of problems, including both the student’s own physical or emotional health, as well as unforeseen responsibilities.
2. For supplementary pursuits: Leaves may be approved for students in good standing who want to do something that will supplement their medical training, such as courses in another department or at another institution.
3. To resolve academic problems: Occasionally, a leave may be appropriate for intensive remediation of academic deficits. This type of leave must be structured and approved by the Student Progress Committee prior to presentation to the Leave of Absence Committee.

A student may be placed on compulsory leave due to inability to function effectively as a medical student. Brief compulsory leaves for the duration of up to one course or clerkship may be assigned by the Senior Associate Dean for Medical Education. Extended compulsory leaves are assigned by the Leave of Absence Committee. Compulsory leaves are subject to the Appeals Process (see Section 6).

Extended leaves are granted upon the recommendation of the Leave of Absence Committee with the final approval of the Senior Associate Dean for Medical Education.

Extended Leaves are granted for a maximum of one calendar year and may be further extended by the Leave of Absence Committee with the approval of the Senior Associate Dean for Medical Education. Stipulation(s) for student return will be established at the time the leave of absence is granted.

Failure to follow the guidelines prescribed by the Leave of Absence Committee may result in a recommendation for dismissal to the Student Progress Committee.

Any student may be granted brief administrative leaves for the duration of a single course or clerkship at the discretion of the Senior Associate Dean for Medical Education or their designee. A leave longer than a single course or clerkship is considered to be an extended leave. A student who is considering applying for an extended leave should first discuss this possibility with the Senior Associate Dean for Medical Education or their designee who will provide help in considering the rationale for the leave, as well as possible alternatives. The final decision on whether to seek an extended leave rests with the student.

If an extended leave is sought, the student must present his/her rationale for the leave in writing to the Leave of Absence Committee. This rationale should include both the reason for the leave and the ways in which the student anticipates using the leave to either resolve the problem or apply the supplementary pursuit. Requests for leaves of absence must be reviewed by the Leave of Absence Committee, which may require a meeting with the student.

Students may return from Leave when the purpose of the Leave has been accomplished, or conditions of the leave have been met, and the student is ready to resume his or her duties. Return is not automatic, but is at the sole discretion of the Jacobs School Leave of Absence Committee. All students considering returning from leave should first contact the Senior Associate Dean for Medical Education or their designee to discuss their return. Discussion of the student’s schedule occurs at this time.

For students returning from a brief leave, no other steps are usually necessary. However, the Senior Associate Dean for Medical Education or their designee may request additional information to be presented to the Leave of Absence Committee regarding the student’s return to the School. Students returning from extended leaves may also be required to present to the Leave of Absence Committee an explanation of how the purposes of their leave have been accomplished.

A psychiatric or medical evaluation may be necessary to evaluate a return from leave or a request for leave. The student is required to complete an authorization permitting their treating physician to provide a report to the Dean or designee regarding the student’s fitness to return to the School.

Commitment to the School’s curriculum is considered to be the primary commitment of our students. Students seeking a second degree during their tenure as medical students must obtain approval from the Dean or their designee before embarking on such a program.

The second degree program must not conflict with the commitment to the School’s curriculum. If a conflict exists, or if a student’s School program is in jeopardy, pursuit of one of the degree programs must be terminated.

This policy applies to the Class entering in 2024 and subsequent classes in the Well Beyond Curriculum. Prior classes are still covered by the Academic Status Policy initially approved on March 3, 2017. Students who started prior to the 2024-2025 academic year, and who take a leave of absence, must arrange a suitable re-entry point with Senior Associate Dean for Medical Education or their designee, prior to taking leave. Students should be aware that changes to the curriculum may necessitate a longer timeline to graduation. The Senior Associate Dean for Medical Education or their designee may extend the 72-month time limit for completing medical school to account for necessary timeline adjustments.

Students in dual degree programs who finished Phase 1 by the end of the 2023-2024 academic year and who plan on returning for Phase 2 after June 1, 2026 will participate in the Well Beyond Curriculum for Phase 2 and Phase 3, and be covered by the new Academic Status Policy. Minor adjustments to the graduation requirements and the criteria for Latin Honors necessitated by the curricular transition may be made at the discretion of the Senior Associate Dean for Medical Education or their designee.

The previous policy will sunset with the graduation of the Class of 2027.