i
ROSS UNIVERSITY SCHOOL OF MEDICINE
ACADEMIC CATALOG
Academic Year: 2023-2024
Volume 14
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CONTACT INFORMATION
Administrative Offices (Florida*):
10315 USA Today Way
Miramar, FL 33025
Telephone: 855-637-6778
Barbados Address:
Ross University School of Medicine
Lloyd Erskine Sandiford Centre
Two Mile Hill
St. Michael, BB11093
Barbados, West Indies
Office of Student Finance:
500 W Monroe
Suite 28 1221 N Swift Rd
Chicago, IL 60661Addison, IL 60101
Telephone: 732-509-3051
Email: [email protected] [email protected]
Toll-free telephone: 1-855-MDROSSU (855-637-6778)
On the Web: RossU.edu
Address applications to*:
Ross University School of Medicine
Office of Admissions
10315 USA Today Way
Miramar, FL 33025
Fax: 732-509-4803
Email: [email protected]
Disclaimer:
This catalog supersedes all previous editions and is in effect until a subsequent version is published either in print or online. All
information in this catalog is current at the time of printing. Statements regarding tuition and fees, curriculum, course offerings,
admissions, and graduation requirements are subject to change at any time and are applicable to all enrolled students unless
otherwise stated.
The online version of this catalog, in conjunction with the Student Handbook, found at RossU.edu, are the most current and
accurate representation of Ross University School of Medicine’s programs and policies. It is updated frequently to provide the
most current information. These updates are in the Addendum.
Date of Issue: July 2, 2024
Ross University School of Medicine (RUSM) admits academically qualified students without regard to race, color, national origin,
gender, religion, disability, or age and affords students all rights, privileges, programs, and activities generally made available to
students at RUSM. It does not discriminate on the basis of race, color, national origin, gender, religion, disability, sexual
orientation, age, political affiliation or belief in administration of its educational programs and other RUSM administered
policies, or employment policies.
Adtalem Global Education is the parent company of Ross University School of Medicine. Adtalem Global Education is a for‐
profit corporation registered with the FL Department of State to do business in Florida as Ross University School of Medicine.
© 2024 Ross University School of Medicine. All rights reserved.
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CONTENTS
PAGE IV Message from the Dean
PAGE V RUSM at a Glance
PAGE VII Academic Calendar
PAGE IX Modified Oath of Geneva
PAGE 1 General Information
PAGE 4 Admissions Information
PAGE 8 RUSM Financial Information
PAGE 13 MD Program Objectives
PAGE 17 Curriculum Overview: Single Module Curriculum
PAGE 28 Curriculum Overview: Ross+/5-Track
PAGE 44 Affiliated Hospitals
PAGE 47 Post-Graduate Training
PAGE 48 Academic Policies and Procedures
PAGE 55 Qualifications for Doctor of Medicine Degree Candidates
PAGE 56 Degree and Licensure Requirements
PAGE 57 Facilities and Support Services
PAGE 58 Student Life and Services
PAGE 64 School of Medicine Administration
PAGE 65 Academy for Teaching and Learning
PAGE 66 Curriculum – Medical Sciences
PAGE 67 Medical Sciences Faculty
PAGE 71 Clinical Sciences Administration
PAGE 72 Executive Administration
PAGE 74 Addendum
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MESSAGE FROM THE DEAN
Welcome to Ross University School of Medicine (RUSM)! Becoming a Doctor of Medicine (MD) is one of
the most important decisions you will make. No matter the path that brought you here, this is a
momentous occasion that calls for both celebration and a new commitment toward your personal and
professional aspirations. You have chosen RUSM, and in return, your time as a physician-in-training will
likely be one of the most unforgettable experiences of your life.
Our home in Barbados opens opportunities to do things in and out of the classroom that are unlike
anywhere else in the world. You will hone your skills in a contemporary and diverse learning
environment that has built a network of over 15,000 alumni practicing around the world and continues
to prepare today’s medical students to meet the complex needs of their future patients. We are
committed to providing you with a range of global medical opportunities that will enable you to develop
the kinds of life and professional skills to stand out in residency, and beyond.
While you are a physician-in-training, this handbook will be your guide to getting the most out of your
experience and understanding the commitment you make at RUSM. The code of conduct, academic
policies and procedures, student life resources, and other information contained here are all important
components of the program and life as a physician-in-training. Just as you commit to RUSM, everyone
here will commit to you and help you achieve the dream that brought you here. There is a wealth of
support services available for you, all found here and available to you throughout your time at RUSM. I
encourage you to read through the handbook and start setting yourself up for success from the moment
you start.
I am eager to watch your path to becoming a physician and be a witness to the growth you will
experience as an individual and medical professional. Welcome, and good luck!
Heidi Chumley, MD, MBA
Dean
Ross University School of Medicine
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RUSM AT A GLANCE
Year Founded: 1978
History:
RUSM is one of the oldest and most established Caribbean medical schools serving students primarily
from the United States, Canada and Puerto Rico - providing them with the foundation they need to
pursue successful careers in medicine for nearly 40 years.
• 1978: Ross University School of Medicine was founded by Robert Ross as a provider of medical
education offering Doctor of Medicine (MD) degree programs
• 1981: Classes and laboratory exercises are held in a newly constructed academic building on
RUSM's main campus
• 2013: The 10,000th graduate of RUSM receives their medical degree from the school
• 2015: RUSM opens the new Student Center, was the feature building on the Dominica campus
• 2015: RUSM beats its previous residency record, with more than 830 graduates earning
residency placements during the 2015 MATCH cycle
• 2018: RUSM relocates Medical Sciences campus to temporary locations in Knoxville, TN and St.
Kitts
• 2019: RUSM relocates Medical Sciences campus to Barbados
• 2020: The 15,000
th
graduate of RUSM receives their medical degree from the school
Location:
Barbados: Medical Sciences
United States of America: Clinical Sciences
Graduates: 15,000+
Clinical Science Curriculum: Core clerkships and clinical elective rotations are located at affiliated
teaching hospitals in the United States. There are options to complete clerkships in Canada.
Enrollment: 3,100+ students; 95 percent are US or Canadian residents/permanent citizens.
Facilities:
Barbados:
The RUSM campus in Barbados is located within the Lloyd Erskine Sandiford Centre (LESC). The
residential campus is based at the Villages at Coverley. The campus has selected classrooms that serve
as dedicated study space for each term. These purpose-built classrooms are flat in design (versus tiered)
with tables and chairs for student groups. High-definition display screens are deployed throughout to
facilitate both lecture and group-based sessions.
Florida: The Office of the Dean and other administrative offices are located in Miramar, Fl.
Faculty Members: More than 40 members of faculty are full-time, all of whom have an MD, PhD or
equivalent.
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Course of Study:
• Students matriculating into RUSM on or after September 1, 2023, will complete the Medical
Sciences curriculum in Barbados. The length of the medical sciences program is 20 months.
• Students matriculating into RUSM between May 1, 2022, and August 31, 2023,will complete
Medical Sciences in 20 months.
• Students matriculating into RUSM prior to May 1, 2022, will complete Medical Sciences in 16 or
20 months, depending on which curriculum schedule students select and RUSM policies and
procedures.
After successfully completing Medical Sciences, clinical training begins. Clinical training encompasses 90
weeks of cores and electives.
Upon completion of the medical education program at RUSM and passing United States Medical
Licensing Examination® (USMLE®) Step 1 and USMLE Step 2 Clinical Knowledge (CK) examinations,
students earn their MD degree.
Residencies: The majority of RUSM graduates secure residency positions through the National Resident
Matching Program® with teaching hospitals and leading medical centers in the United States.
Licensing: Graduates are eligible for licensure to practice throughout the entire United States, Canada,
and Puerto Rico.
For comprehensive consumer information, visit https://medical.rossu.edu/student-consumer-
information.html.
vii
ACADEMIC CALENDAR
RUSM is dedicated to providing students with the educational opportunity to accelerate their
professional careers. Our academic year is divided into three terms each calendar year. Students may
begin their enrollment in any of the three terms without waiting for a new academic year.
Medical Sciences Curriculum
Medical Sciences - Fall 2023
New Student Orientation & Check-In
Continuing Student Orientation
Continuing Student Academic Check-In
Continuing Student Arrival
First Day of Classes (Continuing Students)
First Day of Classes/Start of Module A Session (New Semester 1 Students)
White Coat Ceremony
Dean's Honor Roll and List Ceremony
End of Module A Session (New Semester 1 Students only)
Mid-term Break - New Semester 1 Students Only - No classes
Start of Module B Session (New Semester 1 Students)
Independence Day (Barbados) - Campus Closed/No Classes
Last Day of Classes/End of Module B Session
Medical Sciences - Spring 2024
New Student Orientation & Check-In
Continuing Student Orientation
Continuing Student Academic Check-In
Continuing Student Arrival
First Day of Classes (Semester 3 - 5 Continuing Students)
First Day of Classes/Start of Module A Session (Semester 1 - 2 Students)
White Coat Ceremony
Errol Barrow Day - Campus Closed
Errol Barrow Day (Observance) - Campus Closed
Dean's Honor Roll and List Ceremony
End of Module A Session (Semester 1 & 2 Students only)
Mid-term Break - Semester 1 & 2 Students Only - No classes
Start of Module B Session (Semester 1 & 2 Students)
Last Day of Classes/End of Module B Session
Medical Sciences - Summer 2024
New Student Orientation & Check-In
Continuing Student Orientation
White Coat Ceremony
Continuing Student Academic Check-In
Continuing Student Arrival
viii
First Day of Classes (Semester 4 - 5 Continuing Students)
First Day of Classes/Start of Module A Session (Semester 1 - 3 Students)
Whit Monday - Campus Closed/No Classes
Dean's Honor Roll and List Ceremony
End of Module A Session (Semester 1 & 2 Students only)
Mid-term Break - Semester 1 & 2 Students Only - No classes
Start of Module B Session (Semester 1 & 2 Students)
Last Day of Classes/End of Module B Session
Dates are subject to change.
Clinical Sciences Curriculum
Clinical Sciences - Fall 2023
Friday, September 1, 2023
First day of Semester
Monday, September 4, 2023
Labor Day (US) Holiday/No Clinical
November 23-24, 2023
Thanksgiving Day Holiday (US)/No Clinical Rotations
December 24-25, 2023
Winter Holiday/No Clinical Rotations
Sunday, December 31, 2023
New Year's Eve Holiday/No Clinical Rotations
Sunday, December 31, 2023
Last Day of Semester
Clinical Sciences - Spring 2024
Monday, January 1, 2024
First day of Semester
Monday, January 1, 2024
New Year's Day Holiday/No Clinical Rotations
Monday, January 15, 2024
Martin Luther King, Jr. Holiday (US)/No Clinical Rotations
Friday, March 29, 2024
Spring Holiday (US)/No Clinical Rotations
Sunday, April 30, 2023
Last Day of Semester
Clinical Sciences - Summer 2024
Wednesday, May 1, 2024
First day of Semester
Monday, May 27, 2024
Memorial Day Holiday (US)/No Clinical Rotations
Wednesday, June 19, 2024
Juneteenth Holiday (US)/No Clinical Rotations
Thursday, July 4, 2024
Independence Day (US)/No Clinical Rotations
Saturday, August 31, 2024
Last Day of Semester
Please note that students are excused from clinical rotations on these holidays. For holidays that fall on a Saturday,
the observance will be on the prior Friday. For holidays that fall on a Sunday, the observance will be on the
following Monday.
Dates are subject to change.
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MODIFIED OATH OF GENEVA
AS A MEMBER OF THE MEDICAL PROFESSION:
• I SOLEMNLY PLEDGE to dedicate my life to the service of humanity;
• THE HEALTH AND WELL-BEING OF MY PATIENT will be my first consideration;
• I WILL RESPECT the autonomy and dignity of my patient;
• I WILL MAINTAIN the utmost respect for human life;
• I WILL NOT PERMIT considerations of age, disease or disability, creed, ethnic origin,
gender, nationality, political affiliation, race, sexual orientation, social standing, or any
other factor to intervene between my duty and my patient;
• I WILL RESPECT the secrets that are confided in me, even after the patient has died;
• I WILL PRACTISE my profession with conscience and dignity and in accordance with good
medical practice;
• I WILL FOSTER the honour and noble traditions of the medical profession;
• I WILL GIVE to my teachers, colleagues, and students the respect and gratitude that is
their due;
• I WILL SHARE my medical knowledge for the benefit of the patient and the advancement
of healthcare;
• I WILL ATTEND TO my own health, well-being, and abilities in order to provide care of the
highest standard;
• I WILL NOT USE my medical knowledge to violate human rights and civil liberties, even
under threat;
• I MAKE THESE PROMISES solemnly, freely, and upon my honour.
1
GENERAL INFORMATION
Foreword
Students must be familiar with the policies and procedures of RUSM as stated in this catalog and the
RUSM Student Handbook.
The contents of this catalog represent the most current information available pertaining to its subjects
at the time of publication. However, during the period of time covered by this catalog, it is reasonable to
expect changes to be made without prior notice. The online version, found at
https://medical.rossu.edu/, is the most current and accurate representation of RUSM’s academic
catalog. It is updated frequently to give you the most current information, and students are responsible
for reviewing the changes.
RUSM reserves the right to change, modify or alter, without notice, all fees, charges, tuition expenses
and costs of any kind. RUSM further reserves the right to add, modify or delete, without notice, any
course offering, or information contained in this catalog. Class and exam schedules published each term
will indicate additions or other changes.
Following a student’s entry into the program, the curriculum may undergo modification(s). Students are
held responsible for degree requirements in effect at the time of enrollment, plus any changes made
during the student’s progress toward the degree as long as such changes do not delay graduation.
This catalog describes the educational program and activities available at RUSM. RUSM makes no claims
that enrolling in a particular class or following the course curriculum will produce a specific
achievement, employment, qualification for employment, admission to postgraduate degree programs
or licensure. It is understood that the ultimate responsibility for complying with degree requirements
rests with the student. This publication is issued by RUSM as authorized and approved by the Dean.
Introduction and Overview
RUSM is devoted to the education of medical professionals. Founded in 1978, RUSM offers clinical
clerkships in teaching hospitals across the United States and Canada and is supported by administrative
offices located in Miramar, Florida and Downers Grove, Illinois.
RUSM offers a Doctor of Medicine (MD) degree program and has graduated more than 15,000
physicians during its 40+-year history. Graduates are eligible for licensure in all 50 States, Canada and
Puerto Rico after the successful completion of the requisite licensing examinations.
• Students completing medical sciences in the Ross+/5-Semester Track: The Medical Sciences
curriculum, conducted in Barbados, consists of a minimum of 64 credits of specifically
prescribed coursework.
• Students completing medical sciences in the Single Module Curriculum: Will complete 80 credit
hours in the medical sciences curriculum. All Medical Sciences coursework must be satisfactorily
completed at the RUSM campus in Barbados.
2
At the end of the Medical Sciences curriculum, students are required to take the National Board of
Medical Examiners® (NBME®) Comprehensive Basic Sciences examination (CBSE) to advance to the
United States Medical Licensing Examinations® (USMLE®) Step 1 exam. Students are required to pass the
USMLE Step 1 exam to begin the Clinical Sciences curriculum. The Clinical Sciences curriculum in the
United States requires students to complete 90 weeks of clinical rotations. This clinical experience is
designed to build on students’ training in medical history and physical diagnostic skills. Students
participate in patient care while rotating through various medical specialties in affiliated teaching
hospitals and other approved healthcare facilities in the United States.
During clinical curriculum, students must complete and pass the USMLE Step 2 Clinical Knowledge (CK)
examination. RUSM requires students to pass the USMLE Step 2 CK to be eligible for graduation.
University Mission
Our mission is to prepare highly dedicated students to become effective, successful physicians.
Accreditation and Approval
The United States Department of Education, through its National Committee on Foreign Medical
Education and Accreditation (NCFMEA), has determined that the accreditation standards employed by
the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions are
comparable with those used to evaluate programs leading to the MD degree in the United States by the
Liaison Committee on Medical Education (LCME). Since Ross University School of Medicine is an
accredited medical school, students are eligible to participate in the US Federal Direct Student Loan
Program.
Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP)
RUSM is accredited by the Caribbean Accreditation Authority for Education in Medicine and Other
Health Professions (CAAM‐HP, www.caam-hp.org).
CAAM‐HP is the legally constituted body established in 2003 under the aegis of the Caribbean
Community (CARICOM), empowered to determine and prescribe standards and to accredit programs of
medical, dental, veterinary and other health professions education on behalf of the contracting parties
in CARICOM.
Accreditation by CAAM-HP is a rigorous, peer review process which examines all aspects of a medical
program. The CAAM-HP board, an independent and autonomous body of professionals, only certifies
medical schools which are operating at the highest levels of industry standards.
Through this accreditation, the CAAM-HP provides assurance to medical students, graduates, the
medical profession, healthcare institutions and the public that programs leading to qualifications in
medicine meet appropriate national and international standards for educational quality, and that the
graduates have a sufficiently complete and valid educational experience.
Society for Simulation in Healthcare (SSH)
Ross University School of Medicine’s Simulation Institute is accredited by the Society for Simulation in
Healthcare (SSH, www.ssih.org) in the areas of Teaching/Education, since November 2013.
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International Medical School Recognition
RUSM students are eligible to take all of the USMLE Step exams by registering with Educational
Commission on Foreign Medical Graduates® (ECFMG®) and are eligible to apply for licensure in all states
in the United States and beyond.
California
The state has reviewed the University’s academic program and found it acceptable, allowing the
licensure of graduates from Ross University School of Medicine.
Florida
Licensed by the Commission for Independent Education, Florida Department of Education. Additional
information regarding this institution may be obtained by contacting the Commission at 325 W. Gaines
Street, Suite 1414, Tallahassee, FL, 32399-0400, toll-free 888-224-6684.
New Jersey
The New Jersey State Board of Medical Examiners has approved RUSM to offer clinical clerkship
programs in New Jersey hospitals.
New York
The New York State Education Department has approved the program of medical education at RUSM
that seeks and places students in long-term clinical clerkships in affiliated hospitals in New York State.
4
ADMISSIONS INFORMATION
Selection Criteria*
The RUSM Admissions Committee, comprised of faculty members selected by the Dean, gives serious
consideration to all candidates showing the potential to meet the rigorous academic requirements of a
highly structured medical curriculum.
The Admissions Committee considers each applicant for admission based on a combination of factors,
including:
• Undergraduate cumulative grade point average (CGPA)
• GPA in required premedical course work (PGPA)
• Advanced science courses GPA (AGPA)
• Competitiveness of undergraduate school and curriculum
• Graduate coursework and records
• Research activities
• Medical College Admission Test (MCAT) scores, if applicable
• Personal essay
• Pre-med committee evaluations
• Two letters of recommendation, at least one of which is from an academic reference
• Extracurricular activities and accomplishments
• Professional experience
• Personal qualities
• Personal interview
*Substitutions and/or exceptions are made on a case-by-case basis at the discretion of the Faculty
Admissions Committee.
Applicants whose credentials are judged to be indicative of the potential for successful completion of
the prescribed curriculum will be invited for an interview, generally within two to four weeks after initial
application materials have been received. The personal interview helps assess the overall personal and
academic background, maturity, adaptability, character, aptitude, and most importantly, the applicant’s
motivation to become a physician. Work history and professional or volunteer experience provides
further evidence of the student’s motivation. Persons whose applications are incomplete, or whose
qualifications are not acceptable, will be notified. The Admissions Committee’s decision is
communicated by letter to the applicant, after the interview and subsequent review.
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Educational Requirements*
Matriculants to RUSM are required to have earned a bachelor’s degree from a North American (or
comparable) baccalaureate program. Applicants may apply for the final year of bachelor’s coursework in
progress. Prerequisite courses must have been completed within 10 years and should include the
following:
Biology (General or Zoology)
Two semesters of Biology (eight semester hours) with laboratory
Chemistry (General or Inorganic)
Two semesters of Chemistry (eight semester hours) with laboratory
Organic Chemistry
Two semesters of Organic Chemistry (eight semester hours) with laboratory
Physics
One Semester of Physics (four semester hours) with laboratory
English (or a humanities equivalent)
Two semesters of English or a writing-intensive humanities equivalent (six semester hours)
Mathematics (Calculus or Statistics recommended)
One semester of College-level Mathematics (three semester hours)
Applicants who have completed their undergraduate studies in countries having an educational system
different from that of the United States or Canada will be evaluated on their merits but will be expected
to have completed a premedical curriculum comparable to that described above. Canadian students
may satisfy the English requirements using year 13 English or Composition.
*Substitutions and/or exceptions are made on a case-by-case basis at the discretion of the Faculty Admissions Committee.
Examination Requirements
Medical College Admission Test (MCAT)
RUSM requires the scores for the Medical College Admission Test (MCAT) to be submitted by all U.S.
citizens, nationals, and eligible permanent resident applicants prior to the interview. International
applicants are not required to submit MCAT scores. If the applicant has taken the test more than once,
all test results must be submitted prior to enrollment. RUSM’s MCAT institutional code is 906. To learn
more about the MCAT visit: www.aamc.org/students/mcatwww.aamc.org/students/mcat.
International Applicants
If less than 60 upper-division credits were earned from an English language college or university, the
applicant will need to provide all official records of scores for either the Test of English as a Foreign
Language (TOEFL®) or International English Language Testing System (IELTS™) exam. These exams
measure the ability of non-native English speakers use and understanding of English as it is spoken,
written and heard in college and university settings. The minimum acceptable score for TOEFL and IELTS
are as follows:
• TOEFL iBT: 79
• TOEFL PBT: 550
• TOEFL CBT: 213
• IELTS: 6.5
The TOEFL institutional code for RUSM is 9614.
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Application Checklist*
Applications for RUSM can be completed online via the MyROSS Med Portal:
https://medcommunity.rossu.edu/s/
Official transcripts and Letters of Recommendation can be sent electronically to
Admissions@rossu.edu or mailed to the address below.
Letters of recommendation should come directly from the author.
Ross University School of Medicine
Office of Admissions
10315 USA Today Way
Miramar, FL 33025
A complete application consists of the following documents:
• A completed RUSM application: https://medcommunity.rossu.edu/s/
• https://rossu.secure.force.com/applyOfficial transcript(s) from each college and/or
professional school attended (transcripts must include a minimum of 90 credits at the time of
application, and all prerequisite courses must be either completed or in progress). Prior to
enrollment, a final degree-granting transcript is required and must include a graduation date.
• At least two official letters of recommendation, which are confidential and become the
property of RUSM: At least one academic letter from a pre-medical professor acquainted with
the applicant’s academic ability or a recommendation from a college pre-health advisory
committee; a second academic letter or reference from a physician acquainted with the
applicant’s healthcare work experience, if applicable. The second letter may also be a
character reference from an employer or volunteer activity. All letters must be on an
appropriate letterhead with contact information included and sent directly from the
recommending party to the RUSM Admissions Office.
• MCAT scores, if applicable;
• Official report of scores from the TOEFL or IELTS, if applicable
Note: The state of Missouri requires that there be a period of at least three business days during
which an application may be cancelled by the applicant, with the refund of all monies paid.
Substitutions and/or exceptions are made on a case-by-case basis at the discretion of the Faculty
Admissions Committee
Application Process
To Apply: Use our online application at https://medical.rossu.edu/admissions/how-to-apply.html.
Waitlist: A waitlist is established when the number of accepted students exceeds the number of
students who can be adequately accommodated at the time of acceptance. Waitlisted students are
automatically accepted for the following term. There is no need to reapply.
Learn More: Visit our website, https://medical.rossu.edu/, for more information, to apply online or to
learn about the next Ross Experience event near you. Email us at Admissi[email protected] or call 855-
MDROSSU (855-637-6778).
7
Accepted Students
Acceptance Deposits
Upon acceptance, students are required to pay a nonrefundable $1,000 tuition deposit. The initial
partial tuition deposit of $500 is required within two weeks of receiving the acceptance letter. The
remaining nonrefundable tuition deposit balance of $500 is required 120 days prior to the start of the
term. The full $1,000 tuition deposit will be credited to the student’s account. If the student fails to
attend the term for which the tuition deposit was paid, the deposit will be subject to forfeiture. If the
student requests to defer his/her enrollment to a subsequent term, and if the deferment is approved,
the full $1,000 tuition deposit and a $1,000 non-refundable deferral deposit, if not already submitted,
must be paid in full prior to the deferral being processed.
New Student Welcome Packet Materials
Once accepted to RUSM, students will receive a welcome packet with information and forms pertaining
to travel, Student Visa requirements for Barbados, medical requirements, financial aid, housing, and
pets to assist with their preparations for arrival and matriculation to RUSM.
The following items are required to obtain a Student Visa:
All students and other accompanying adults entering Barbados must have a valid passport from their
home country. The government of Barbados further requires all RUSM students to obtain a Student
Visa. The following items are required to obtain a Student Visa:
1. Barbados Student Visa Form (Form H-2)
2. Applicant’s original birth certificate or a notarized copy of the birth certificate
3. Four (4) certified and notarized passport sized colored photographs; use attached form for
notarizing photos
4. Applicant’s marriage certificate for all married students, regardless of if accompanying
student to Barbados; notarized copy is acceptable
5. Clear color copy of the biodata page of the applicant’s valid passport
6. Background Check: you will receive the link from RUSM.
7. Round Trip Flight Itinerary
8. Evidence of financial support adequate for payment of school expenses, living and medical
expenses.
If your citizenship is outside of the United States or Canada, you may need to apply for an Entry Visa
(Form J).
Please note these requirements are subject to change and students should consult the Office of
Student Services Affairs at Immig[email protected] for inquiries.
The aforementioned items must be submitted through our online compliance system (COMPLIO), in
addition to a copy of all health tests, lab results, and immunization records. Further guidance on
RUSM’s Health Documentation requirements is available in the Criminal Background Check & Health
Documentation section of the RUSM Student Handbook.
8
RUSM FINANCIAL INFORMATION – Doctorate of Medicine
Tuition and Fees
All tuition and fees are listed in United States currency. Amounts are subject to change and additional
fees may be charged for special features and/or services.
Application Fee
VISA Fee (Barbados): First-semester students and students requiring a visa renewal will be charged a
non-refundable visa processing fee of $190. This fee goes directly to the government of Barbados to
cover the cost of your student visa while you are in Barbados.
Students Enrolled in May 2022 and After
Effective September 2023
(subject to change without notice)
Medical Sciences*
Clinical Clerkships**
Tuition per semester
(Flat Rate: 8-21 credits)
$23,284
$27,447
Administrative Fees***
$5,883
$3,420
Educational Technology Fee****
$779
-
Health Insurance
Price includes an administration charge
$1,306
$1,306
• Students registered for 8 credits/weeks will be considered full-time students and will be eligible for financial aid based
on their individual registered credits.
• Students registered for 4 to 7 credits/weeks will be considered half-time students and will be eligible for financial aid
based on their credits/weeks.
• Students who are registered for 3 clinical credits/weeks or less per term will also be charged based on credits/weeks
and considered less than half time.
*All Medical Sciences students matriculating into RUSM on or after May 2022 take 5 semesters of Medical Sciences and 6
semesters of clinical clerkships for a total of 11 semesters.
**The rates represented above represents a full-time, 15 week/credit schedule each term. Tuition will be prorated per clinical at
a rate of
$1,829.80 per credit/week and the Administrative Fee at $228 per credit/week. Health Insurance is billed on a periodic basis in
September, January, and May regardless of schedule and is not subject to proration.
***A $60 Student Government Association (SGA) Fee is included for Medical Sciences and a $25 SGA Fee is included for Clinical
Clerkships.
****The Educational Technology Fee is a mandatory, one-time fee assessed for Semester 1 and is for RUSM iPad Technology
Fee.
9
Students Enrolled Prior to May 2022
Effective September 2023
(subject to change without notice)
Medical Sciences*
Semester 5*
(Regular Track
Students Only)
Clinical Clerkships**
Tuition per semester
(Flat Rate: 8-21 credits)
$27,547
$20,660
$30,397
Education Resource Fee
$558
$558
$445
Student Service Fee
$1,002
$1,002
$0
Education Technology Fee***
$779
-
-
Student Government Association Fee per semester
$60
$60
$25
Health Insurance Fee per semester
Price includes an administration charge.
$1,306
$1,306
$1,306
• Students registered for 8 credits/weeks will be considered full-time students and will be eligible for financial aid based
on their individual credits.
• Students registered for 4 to 7 credits/weeks will be considered half-time students and will be eligible for financial aid
based on their credits/weeks.
• Students who are registered for 3 clinical credits/weeks or less per term will also be charged based on credits/weeks
and considered less than half time.
*All students take 5 semesters of Medical Sciences and 6 semesters of clinical clerkships for a total of 11 semesters. Students in
the accelerated track take 4 semesters of Medical Sciences and 6 semesters of Clinical Clerkships for a total of 10 semesters.
**The rates represented above represents a full-time, 15 week/credit schedule each term. Tuition will be prorated per clinical at
a rate of $2,026.47 per credit/week and the Educational Resource Fee at $29.67 per credit/week. The Clinical Student
Government Fee and the Student Services Fee is not subject to proration. Health Insurance is billed on a periodic basis in
September, January, and May regardless of schedule and is not subject to proration.
***The Educational Technology Fee is a mandatory, one-time fee assessed for Semester 1 and is for RUSM iPad Technology Fee.
Please see the Student Handbook for tuition and refund policies. Students must pay for all courses
taken.
By the act of registration, class attendance, or participation in other activities associated with
enrollment at RUSM, the student accepts financial responsibility for charges assessed to his/her student
account. Charges include those for tuition, mandatory fees, clinical charges and penalties (such as late
payment fees and fees associated with the cost of collection in the event of a delinquency, among
others as outlined above This financial responsibility is not relieved until payment has been made for
any and all charges incurred.
Enrollment Status
Status
Credit hours
Full-time*
Eight (8) or more credit hours each term
Half-time
Four (4) to seven (7) credit hours each term
Less than half-time
Less than four (4) credit hours
*Students in Medical Sciences curriculum are required to maintain full-time enrollment.
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Other Educational Expenses
Educational Materials: Students are responsible for purchasing required textbooks, supplies, equipment
and clothing. The estimated 2023-2024 cost for books, course materials, supplies and equipment is
approximately $138 per semester in Medical Sciences and $734 per semester in Clinical Sciences.
Living Expenses:
During the Medical Sciences curriculum, students must plan on the cost of rent and utilities, which will
vary based on factors such as location and whether or not the student has roommates. Food and
incidental costs must also be budgeted.
Transportation to/from Barbados:
Travel to and from Barbados is by air; immigration requires students entering Barbados to have a valid
passport, student visa, an entry visa (if required) and a return airline ticket.
Financial Obligations:
Tuition and fees are billed approximately three weeks in advance of each term and are due, in full, the
first day of class. Students who have submitted all required financial aid forms and have received a loan
guarantee and/or approval may have tuition payment deferred until the funds are disbursed from the
lender. Students whose financial aid processing remains incomplete through no fault of their own
and/or their co-signer may register and begin classes but are still held responsible for full payment of all
tuition charges.
Unless RUSM authorizes late payment, all balances must be paid before the start of classes. RUSM has
the right to withhold services, academic certification and diploma from a student whose account is
overdue.
Refund Policy for Withdrawals:
A withdrawal occurs when a student’s enrollment is permanently discontinued or, in some cases,
temporarily interrupted. A withdrawal may be formal (when the student completes a withdrawal form)
or informal (without written notification). In either case, the effective date of withdrawal is the
student’s last date of academically related activity attended.
The effective date of withdrawal is normally the student’s last academically related event. When a
student withdraws, RUSM assesses tuition based on the period he or she attended as follows:
If a new student withdraws prior to the start of the first semester, no tuition charges are due; however,
seat deposits are forfeited unless that student was admitted to a US-based or Canada-based medical
school (M.D. program only) prior to enrollment at RUSM.
Nonrefundable fees regarding admission and registration of Florida and Georgia students shall not
exceed $150. The requirements regarding refund policies as stated herein do not apply to dormitory or
meal fees. Refund policies for those fees, if charged, shall be set by RUSM and also disclosed in
conjunction with the refund policy.
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The states of Missouri and Georgia provide for a period during which admissions agreements with RUSM
may be cancelled by the student with refund of all monies paid. This cancellation period shall not be less
than (3) days, not including Saturdays, Sundays, and holidays.
If a continuing student withdraws prior to the start of a subsequent term, no tuition charges are due.
Students completing medical sciences in the Ross+/5-Track Curriculum: If a student withdraws during
the first 60% of a semester, tuition charges are directly pro-rated based on the portion of the semester
that has elapsed. As semesters are normally 15 weeks in length, tuition is usually prorated for
withdrawals during weeks one through nine (9). Tuition adjustments are normally completed within 45
days of the effective date of the withdrawal, no student request is required for tuition adjustments to be
completed.
For a withdrawal during the first 60 percent of a semester, the retention of student loan funds received
for the semester is subject to calculation on the same pro-rated basis as tuition. RUSM and the student
are each proportionally responsible for returning “unearned” to the relevant lender(s). Student loan
borrowers may repay the unearned portion of loans to their lender according to the regular repayment
terms & conditions under which their loans were made.
If a student withdraws after the first 60% (after completing the ninth week) of a semester, the full
tuition charges remain due and student loan recipients are considered to have fully “earned” the aid
received for the semester.
Students completing medical sciences in the Single Module Curriculum: Students who begin a Module
at the start of the term will be eligible for a prorated refund if they withdraw before the end of
Wednesday of week 7 of the term. No prorated refunds will be processed past that date. Students who
begin a Module at the term’s mid-point because they are returning from an AA, will be eligible for a
prorated refund if they withdraw prior to the end of the Friday of the first week of that module. No
prorated refunds will be processed past that date.
Financial Aid
U.S. Students:
The Office of Student Finance is committed to assisting students in obtaining necessary funding in order
to pursue their education. Additional information is available at
https://medical.rossu.edu/admissions/tuition-and-fees/financial-aid.
Canadian Students:
Students residing in Canada are eligible for private funding sources and government resources. Please
review the Canadian Financial Planning Guide for more information.
Other Foreign Nationals:
Students that are not U.S. citizens, permanent residents, eligible noncitizens may apply for funding, if
available, in their home countries.
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Veterans’ Benefits:
Eligible veterans of the United States Armed Forces may use benefits available through the Veterans
Administration to help offset their educational costs. Please visit www.gibill.va.gov for more
information.
Scholarships
Making the decision to become a physician is a major life decision and a significant financial
commitment. RUSM is committed to preventing financial concerns from keeping any student from
pursuing his or her dream and offers several scholarships designed to recognize students who have
shown exceptional community and academic achievements. RUSM students may qualify for institutional
scholarships and/or grants: for general requirements, the scholarship application process, and other
information on currently available funding please visit
https://medical.rossu.edu/admissions/Scholarships.html
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MD Program Objectives
Ross University School of Medicine’s medical education program is guided by a set of objectives or
competency areas that our students must demonstrate upon graduation. These learning objectives map
to our curriculum and institutional values and align with ACGME core competencies.
1. Patient Care
Students must demonstrate the ability to apply knowledge, skills and attitudes necessary for competent
patient care, and are expected to:
1. Recognize the clinical presentation of the common or life-threatening diseases and injuries and
understand the principles of treatment and management.
2. Acquire clinical knowledge (both in-patient and out-patient settings) in the six major disciplines:
family medicine, internal medicine, obstetrics and gynecology, pediatrics, psychiatry, and
surgery.
3. Perform routine technical procedures including at a minimum venipuncture, inserting an
intravenous catheter, inserting a nasogastric tube, inserting a Foley catheter, suturing
lacerations, record an ECG, and certify in ACLS & PALS.
4. Interpret the results of commonly used diagnostic tests and procedures.
5. Construct by clinical reasoning, a differential diagnosis and initial investigations for common
clinical conditions.
6. Construct appropriate management strategies (both diagnostic and therapeutic) for patients
with common conditions, both acute and chronic, including medical, psychiatric, and surgical
conditions, and those requiring short- and long-term rehabilitation and end-of-life care.
7. Recognize patients with immediately life threatening cardiac, pulmonary, neurological, or other
conditions regardless of etiology, and institute appropriate initial therapy.
2. Medical Knowledge
Students must demonstrate knowledge of established and evolving biomedical, clinical, epidemiology
and socio-behavioral sciences, and are expected to:
1. Describe the normal structure and function of the body and each of its major organ systems.
2. Describe molecular, biochemical, and cellular mechanisms that are important in maintaining the
body's homeostasis.
3. Describe the various causes of disease states including genetic, developmental, metabolic, toxic,
microbiologic, autoimmune, neoplastic, degenerative, and traumatic and the ways in which they
operate on the body (pathogenesis).
4. Describe the most frequent clinical, laboratory, roentgenologic, and pathologic manifestations
of common maladies.
5. Describe important non-biological determinations of poor health and of the economic,
psychological, social, and cultural factors that contribute to the development and/or
continuation of maladies.
6. Understand the epidemiology of common maladies within a defined population, and the
systemic approaches useful in reducing the incidence and prevalence of those.
7. Understand the mechanisms of the cause of pain, describe strategies for pain management and
describe the unique issues in providing palliative care.
8. Apply knowledge of the infectious disease process and universal precautions to effectively
reduce risk of the communicable disease to the patient as well as medical staff.
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9. Perform practical exercises that entail accurate observations of biomedical phenomenon and
critical analyses of data.
3. Interpersonal Skills and Communication
Students must demonstrate interpersonal and communication skills that result in the effective exchange
of information, collaboration with patients, their families and health professionals, and equity in delivery
of care. Students are expected to:
1. Communicate effectively with patients, families, and the public, as appropriate, across a broad
range of socio-economic and cultural backgrounds, demonstrating empathy and respect.
a. Demonstrate effective communication skills and English language proficiency.
b. Demonstrate proficiency in verbal and nonverbal communication specific to culture,
gender, and patient understanding.
2. Communicate effectively with physicians, other health professionals, and health-related
agencies.
a. Communicate effectively, both orally and in writing, with patients, families, colleagues,
nurses, and other staff with whom physicians must exchange information in carrying out
their responsibilities.
3. Work effectively as a member or leader of a healthcare team or other professional group;
4. Maintain comprehensive, timely, and legible medical records, if applicable.
4. System-based Practice
Students must demonstrate an awareness of and responsiveness to the larger context and system of
health care, as well as the ability to call effectively on other resources in the system to provide optimal
health care. Students are expected to:
1. Work effectively in various healthcare delivery settings and systems relevant to their clinical
specialty.
a. Understand various approaches to the organization, financing, and delivery of health
care.
2. Coordinate patient care within the healthcare system relevant to their clinical specialty.
3. Incorporate considerations of cost awareness and risk benefit analysis in patient- and/or
population-based care as appropriate.
4. Advocate for quality and optimal patient care systems.
a. An awareness of the importance of issues relating to proper charting, abandonment,
disclosure, standards of care, malpractice, privileges, public reporting requirements, and
informal and informed consent.
5. Work in inter-professional teams to enhance patient safety and improve patient care quality.
a. Understand and respect the roles of other healthcare professionals, and of the need to
collaborate with others in caring for individual patients and in promoting the health of
defined populations.
6. Basic understanding of risk management, resource utilization, patient safety, and medical
errors.
5. Professionalism
Students must demonstrate a commitment to carrying out professional responsibilities and an
adherence to ethical principles, and are expected to demonstrate:
1. Compassion, integrity, and respect for others.
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a. Students’ interactions must reflect a spirit of cooperation and respect in working with
members of the healthcare team including patients and community.
b. An awareness of the personal manners, dress, grooming, speech, and interpersonal
skills expected by the community of a medical professional.
c. Describe ethical and moral aspects of clinical practice.
2. Responsiveness to patient needs that supersedes self-interests.
a. A commitment to advocate the interests of one's patients over one's own interests.
b. A commitment to provide care to patients who are unable to pay and to advocate for
access to health care for members of under- served populations.
3. Respect for patient privacy and autonomy.
a. Exhibit respect and tolerance towards the values and beliefs of others serving and
served by the health care system; facilitate the clarification and negotiation of
differences in values and beliefs in others; and avoid the use of physician authority to
advance personal values and beliefs of a non-clinical nature.
b. Compassionate treatment of patients, and respect for their privacy and dignity.
4. Accountability to patients, society, and the profession.
a. Honesty and integrity in all interactions with patients, families, colleagues, and others
with whom physicians must interact in their professional lives.
b. Personal qualities of reliability, dependability, open-mindedness, and curiosity.
c. The ability to consistently and dependably carry out one's duties with honesty, personal
integrity, self-motivation, and self-regulation.
d. The ability to assume responsibility, think critically, exercise sound judgment, and act
prudently with full awareness of the limits of one's intellectual and technical abilities.
e. The ability to seek help when needed, to deal with academic, personal, or interpersonal
problems.
f. A willingness to monitor the behavior and competence of professional peers and to deal
appropriately with inadequate or unethical behavior, evidence of impairment,
unprofessional practices, or conflict of interest.
5. Sensitivity and responsiveness to a diverse patient population, including but not limited to
diversity in gender, age, culture, race, religion, disabilities, and sexual orientation.
a. Ability to understand cultural differences and how they relate to providing quality care,
dispelling misconceptions, and avoiding bias.
b. Awareness of how patient culture, ethnicity, gender, sexual orientation, and socio-
economic status affect the clinical encounter.
6. Practice-based Learning and Improvement
Student must demonstrate the ability to investigate and evaluate their care of patients, to appraise and
assimilate scientific evidence, and to continuously improve patient care based on constant self-
evaluation and life-long learning. Students are expected to develop skills and habits to be able to meet
the following goals:
1. Identify strengths, deficiencies, and limits in one's knowledge and expertise.
a. The capacity to recognize and accept limitations in one's knowledge and clinical skills,
and a commitment to continuously improve one's knowledge and ability.
2. Set learning and improvement goals.
3. Identify and perform appropriate learning activities.
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4. Systematically analyze practice using quality improvement methods and implement changes
with the goal of practice improvement.
5. Incorporate formative evaluation feedback into daily practice.
a. Demonstrate steadily improving performance as a result of self-reflection, critical self-
appraisal, and openness to feedback.
6. Locate, appraise, and assimilate evidence from scientific studies related to their patients' health
problems.
a. Ability to engage in lifelong learning to maintain sufficient familiarity with scientific
advances to ensure they are integrated appropriately with patient care.
7. Use information technology to optimize learning.
a. Research and retrieve (from electronic databases or other resources), manage, and
utilize biomedical information for solving problems and making decisions that are
relevant to the care of individuals.
8. Participate in the education of patients, families, students, residents, and other health
professionals.
7. Interprofessional Collaboration
Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe,
effective patient- and population-centered care. Students are expected to develop skills and habits to be
able to meet the following goals:
1. Work with other health professionals to establish and maintain a climate of mutual respect,
dignity, diversity, ethical integrity, and trust.
2. Use the knowledge of one’s own role and the roles of other health professionals to
appropriately assess and address the health care needs of the patients and populations served.
3. Communicate with other health professionals in a responsive and responsible manner that
supports the maintenance of the health and welfare of the patient.
4. Participate in different team roles to establish, develop, and continuously enhance
interprofessional teams to provide patient- and population-centered care that is safe, timely,
efficient, effective, and equitable.
8. Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth. Students are
expected to develop skills and habits to be able to meet the following goals:
1. Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to
engage in appropriate help-seeking behaviors.
2. Demonstrate healthy coping mechanisms to respond to stress.
3. Manage conflict between personal and professional responsibilities.
4. Practice flexibility and maturity in adjusting to change with the capacity to alter one's behavior.
5. Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the
care of patients.
6. Provide leadership skills that enhance team functioning, the learning environment, and/or the
health care delivery system.
7. Demonstrate self-confidence that puts patients, families, and members of the health care team
at ease.
8. Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate
resources in dealing with uncertainty.
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CURRICULUM OVERVIEW – SINGLE MODULE CURRICULUM
The pre-clinical curriculum at RUSM consists of ten 7.5-week modules scheduled sequentially over 20 months. It is
focused on three threads: (1) biomedical foundations (BF), (2) clinical foundations (CF), and (3) community
medicine and global health (CH). The pre-clinical curriculum is 80 credits over the course of 5 semesters and divided
into 10 modules, with each module consisting of 8 credit hours.
The biomedical foundations (BF) thread is focused on content from the basic science disciplines of behavioral
science, biochemistry, embryology, genetics, gross anatomy, microbiology, microscopic anatomy, neuroscience,
pathology, pharmacology, and physiology. The clinical foundations (CF) thread is designed to develop the
application of biological science knowledge to the care of patients, and to develop the skills needed for patient
communication, diagnosis, and being an effective member of a medical team. The community medicine and
global health (CH) thread is focused on research methods, epidemiology and biostatistics, social determinants of
health, and experiential learning, and may lead to the award of a Community Medicine and Global Health
certification.
These three threads are intertwined and integrated throughout each of the 10 modules. Two introductory
modules (Fundamentals and Foundations of Medicine 1 and 2) are followed by 7 that are organ system based.
The last is a capstone module that integrates and consolidates prior content, with a focus on multisystem
diseases and Step 1 preparation. Learning objectives housed within each module stem from the RUSM Program
Objectives and target concepts relevant to the USMLE content outline and the ACGME core competencies.
Students meeting these objectives will be equipped with the required medical knowledge and competencies
needed for their clinical rotations. Learning activities include a mix of synchronous large and small group
sessions, held either in person or in the virtual space, and asynchronous individual assignments. Teaching
modalities include lectures and videos, hands-on laboratories, team-based learning, case-based learning,
required readings, and supervised community experiences. A series of group and individual activities designed to
help students assess and improve academic skills, such as study methods and test-taking, is provided by the
Academy for Teaching and Learning as part of the Road to Success (R2S) series. Participation and professionalism
are included within the assessment criteria for each module. A student completing the 10-module curriculum
will be well-prepared for both success on the USMLE Step 1 and for their clinical clerkships.
Success in all 10 modules across the pre-clinical curriculum will be determined in two ways. An overall module
score will be derived from assessment of participation and professionalism and performance on periodic
formative assessments, 2 mid-term examinations, and a final examination. The overall minimum passing score
(MPS) will be determined by the Hofstee method (subject to change) and will range between 65%-70%. In
addition to meeting or exceeding the overall course MPS, students must also demonstrate acceptable
performance in each of the three threads individually (BF, CF and CH threads) by meeting or exceeding passing
scores for each thread.
The Clinical Science Curriculum
The Clinical Science curriculum consists of 90 weeks of clinical training with 48 weeks of required core
clerkships and 42 weeks of clinical elective rotations. Students participate in patient care while rotating
through various medical specialties with teaching hospitals and other approved healthcare facilities in
the United States and Canada. Students are required to complete core clerkships and clinical elective
rotations in addition to passing the USMLE Step 2 CK and the examination in order to be eligible for
graduation.
Graduating students may participate in the National Resident Matching Program® (NRMP), which is a
paired choice system for matching applicants to available residencies that takes place every March.
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Students who train in a US residency program, typically sit for the USMLE Step 3 during residency. Upon
completion of their residency and passing the USMLE Step 3, candidate physicians are prepared for
licensure.
Medical Sciences Course Descriptions:
The 10 modules comprising the pre-clinical curriculum are:
Semester 1 Course Descriptions
Fundamentals and Foundations of Medicine 1 (FFM1) MIOB 1001 – 8 credit hours
The Fundamentals and Foundations of Medicine 1 is designed to introduce core concepts and skills for
further systems-based learning and clinical encounters. Key themes within the BF thread include
general principles of biochemistry, cell biology, genetics, and molecular biology. The CF thread ensures
that the foundation is laid with emphasis on developing competency in medical interviewing, physical
examination, clinical reasoning, cultural competency, and medical professionalism. Students are
introduced to communication and interviewing skills, as well as the theory and practice of five (5)
physical examinations. Students will participate in Grand Rounds to develop clinical reasoning by
forging the link between foundational and clinical concepts. In addition, students will be exposed to
key social science concepts. The CH thread is focused on foundations of research principles and
exposes students to real patients through a Community Clinical Experience. As a part of being around
real patients, students are required to complete certification towards proficiency in patient data
privacy (The Health Insurance Portability and Accountability Act (HIPAA)). The Road to Success (R2S)
series provides all students with a series of activities designed to build academic skills required for
medical studies. The module is assessed through a series of quizzes, tracked participation and
professionalism measures, two multiple-choice midterm examinations, and two final examinations,
one comprised of multiple-choice items and one being an objective structured clinical examination
(OSCE).
Fundamentals and Foundations of Medicine 2 (FFM2) MIOB 1002 – 8 credit hours
The Fundamentals and Foundations of Medicine 2 follows on from Fundamentals and Foundations of
Medicine 1, furthering the development of core concepts and skills. Key themes within the BF thread
include general principles of embryology, histology, pathology, pharmacology, and physiology. The CF
thread continues to further develop the clinical knowledge, clinical skills and clinical reasoning acquired
with the introduction of key social science concepts, and further development of communication and
interviewing skills. S. Students will be exposed to the theory and practice of a further three (3) physical
examinations. The CH thread continues to build students' research knowledge and takes them closer
to conceptualizing their own research project if they desire while at RUSM. Additionally, this thread
develops students’ ability to critically appraise the medical literature, which is an important part of
providing evidence-based patient care. Students continue to see real patients during two Community
Clinical Experiences. The R2S series continues with group and individual activities. The module is
assessed through a series of quizzes, tracked participation and professionalism measures, two multiple-
choice midterm examinations, and two final examinations, one comprised of multiple-choice items and
one being an objective structured clinical examination (OSCE).
Semester 2 Course Descriptions
Hematology, Oncology, Infection and Immunity (HOII) MIOB 2001- 8 credit hours
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The Hematology, Oncology, Infection, and Immunity module is organized to provide students with a
solid grounding in the normal and abnormal processes and disorders of the immune, blood, and
lymphoreticular systems. The module is organized around representative cases which are used to
weave biomedical knowledge into the clinical framework. Within the BF thread, the structure and
function of these systems will be discussed, along with the pathophysiology, clinical presentation,
complications, diagnosis, prognosis, and treatment of patients with disorders or diseases affecting
these systems. Key topics include anemia, hemoglobinopathies, coagulation disorders, general
principles of infectious disease, HIV/AIDS, hypersensitivities, leukemia, and lymphoma. The CF thread
is concentrated on the continued mastery of clinical knowledge, clinical (physical examination) skills
and clinical reasoning through small-group problem-based learning activities, each focused on virtual
patients with key disorders being discussed in the large classroom setting. Students will receive
accredited training in Basic Life Support culminating in BLS provider certification from the American
Heart Association. Essential public health topics are explored within the CH thread, via examples
related to the central systems being discussed. The module is assessed through a series of quizzes,
tracked participation and professionalism measures, two multiple-choice midterm examinations, and a
final examination focused on the biomedical, community health, and clinical content.
Integumentary and Musculoskeletal (IGMS) MIOB 2002 – 8 credit hours
The Integumentary and Musculoskeletal Systems module begins with discussion of the normal
microscopic anatomy and function of skin, and then develops knowledge pertaining to the
pathophysiology, diagnosis, and treatment of common dermatological conditions including
malignancies, infectious diseases of bacterial, fungal, and viral origin, and inflammatory skin disorders.
Medical entomology will be introduced with emphasis on vectors and mode of transmission. The
module then moves to focus on the musculoskeletal system. The BF thread explores the origin and
function of muscle, cartilage, and bone. In addition to classroom-based activities, students will engage
in virtual dissection of the back and limbs through a series of live team-based activities held in a state-
of-the-art digital anatomy laboratory. The pathophysiology, clinical presentation, complications,
diagnosis, prognosis, and treatment of patients with disorders or diseases of soft tissue and bone are
discussed, including developmental and acquired bone diseases, infection, immune-mediated diseases,
and tumors. The CF thread continues developing clinical reasoning skills through small group learning
using cases relevant to the module. Here, the application of the physical examination skills learned in
Fundamentals and Foundations of Medicine 1 and 2 is key to ensuring a holistic approach to the
patient encounter, with clinical reasoning and diagnostic skills being integral to focused physical
examination. Students will be introduced to high-fidelity simulation. The CH thread treats a variety of
topics around systems-level health care and essential public health using examples related to the
musculoskeletal and integumentary systems. Students will apply their knowledge of foundational
research concepts to conceptualize a research proposal and will have further exposure to real patients
through a fourth Community Clinical Experience. The module is assessed through a series of quizzes,
tracked participation and professionalism measures, two multiple- choice midterm examinations, an
OSCE examination, and a final multiple-choice examination.
Semester 3 Course Descriptions
Cardiology (CARDI) MIOB 3001 – 8 credit hours
The Cardiology module is structured to provide students with a solid grounding in the normal
processes and disorders of the cardiovascular system. The BF thread is focused first on embryology,
gross anatomy, and physiology of the heart, with activities in the virtual anatomy laboratory to
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reinforce classroom learning. A series of theoretical and practical activities focused on
electrocardiograms marry the clinical to the theoretical and allow students to develop their
interpretation skills. The module develops concepts around the pathophysiological basis, clinical
features, and management, including pharmacotherapy, of cardiac disease. Conditions discussed will
include valvular problems, vascular and hemodynamic disorders, hypertension, atherosclerosis,
inflammatory and ischemic disease. Connections between theoretical knowledge, diagnostic
reasoning and practical skills continue with regular team-taught and aligned biomedical and clinical
activities. As part of the CF thread, students work in small groups in simulated visits with standardized
patients exhibiting realistic signs and symptoms of selected complaints. The increased complexity of
the cases and case scenarios encourage deeper clinical reasoning. In addition, high-fidelity simulation,
and Harvey heart simulators provide additional opportunities to master core competencies and
professionalism. The CH thread explores essential public health topics using examples related to the
cardiovascular system, including the impact of non-communicable disease on health status. Students
will experience real patient interactions through a fifth Community Clinical Experience. Foundational
research knowledge is extended to include data collection methods. The module is assessed through a
series of quizzes, tracked participation and professionalism measures, two multiple-choice midterm
examinations, and a final examination.
Pulmonology and Nephrology (PMNP) MIOB 3002 – 8 credit hours
This module concentrates on function and disorders of the pulmonary and renal systems. The BF
thread begins with the structure and function of the respiratory system, including virtual dissection
and a focus on the physiology of normal respiratory function. Common respiratory tract diseases,
including those of developmental, infectious, and neoplastic origin, are emphasized. The focus then
shifts to the structure, function, and regulation of the renal system and its contribution to the
maintenance of homeostasis. The effects of common systemic diseases, such as diabetes mellitus, on
the renal system, as well as assessment and treatment of various causes of renal dysfunction and
failure are examined. Classroom activities include an exploration of the connections between
respiratory, renal, and cardiovascular disease. In the CF thread, students continue to work with
standardized patient encounters, where clinical reasoning and physical exam skills learned in
Fundamentals and Foundations of Medicine 1 and 2 are refined and deepened. High-fidelity simulation
continues. The CH thread will provide another Community Clinical Experience and explore essential
public health topics using examples related to the respiratory and renal systems, including referral
systems in healthcare. The module is assessed through a series of quizzes, tracked participation and
professionalism, two multiple-choice midterm examinations, and multiple-choice and clinical final
examinations.
Semester 4 Course Descriptions
Gastroenterology and Nutrition (GINU) MIOB 4001 – 8 credit hours
The Gastroenterology and Nutrition module introduces the structure, function, and disorders of the
gastrointestinal system, as well as clinically relevant essentials of nutrition and diet-related disease.
The BF thread focuses on structure and function of the gastrointestinal system, including virtual
dissection of the abdomen and a series of activities designed to provide a foundation in gastric
physiology. Biochemical principles of metabolism and nutrient acquisition are linked to clinical
presentation of metabolic diseases and nutritional deficiency. Disorders of the esophagus, stomach,
intestines, liver, gallbladder, and pancreas are explored through integrated learning opportunities. The
CF thread continues to enhance classroom learning with small-group experiences with realistic
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standardized patient encounters, and clinical reasoning and physical exam skills learned in
Fundamentals and Foundations of Medicine 1 and 2 are refined and deepened. The CH thread explores
essential public health topics using examples related to the gastrointestinal system, including the
individual and social impact of food security. Students’ research skills will expand to encompass basic
data interpretation. Two Community Clinical Experiences are planned. The module is assessed through
a series of quizzes, tracked participation and professionalism, two multiple-choice midterm
examinations, and multiple-choice and clinical final examinations.
Endocrinology and Reproduction (ENRE) MIOB 4002 – 8 credit hours
This module focuses on the key clinically relevant concepts around the endocrine and reproductive
systems, and the relationships between them. The BF thread is organized to present an integrated
discussion of normal and abnormal endocrine function, pathologies, and clinical presentations,
organized around individual glands of the endocrine system and their roles. The complexity of
endocrine diseases and treatment, including pituitary, hypothalamic, adrenal, thyroid, parathyroid, and
pancreatic disorders, forms the primary focus of classroom teaching. Reproductive function,
dysfunction, and treatment constitute the core material in the second part of the module, including
both male and female reproductive systems and breast, pregnancy and prenatal care, fetal
development, parturition, lactation, and the puerperium. Sexuality and gender-specific differences are
discussed, and disorders of the human sexual response cycle and fertility, along with reproductive
ethics, are presented. The CF thread further develops clinical application of knowledge in small groups
with standardized patients. The CH thread explores essential public health topics using examples related
to the endocrine and reproductive systems, including the relationships between gender and health
status. Research skills are extended to include considerations around manuscript writing, and a
penultimate Community Clinical Experience completes the module. The module is assessed through a
series of quizzes, tracked participation and professionalism, two multiple-choice midterm
examinations, and multiple-choice and clinical final examinations.
Semester 5 Course Descriptions
Neurology and Psychiatry (NUPY) MIOB 5001 – 8 credit hours
This module centers on the organization, function, and disorders of the human nervous system. The BF
thread includes detailed discussions of neuroanatomical systems including detailed virtual visualization
and dissection of the head, neck, and brain. Neural signaling and conditions impinging on it are fully
explored, as are the function and disorder of sensory systems, motor systems, and cognition. The
correlation between neuropathology and clinical signs and symptoms of disease is highlighted. Clinical
psychiatry is introduced, and application of principles of neuropharmacology serve to highlight both
the underlying physiology and clinical features of disease. The CF thread focuses on further
development of physical examination skills initially learned in Fundamentals and Foundations of
Medicine 1 and 2, and a final high-fidelity simulation is experienced. The CH thread provides a
culminating opportunity for students to submit a completed research paper. A final Community
Clinical Experience completes the 10-visit series, leaving students well-prepared to see live patients
during their core clinical rotations. The module is assessed through a series of quizzes, tracked
participation and professionalism, two multiple-choice midterm examinations, and multiple-choice and
clinical final examinations.
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Multisystem Integration and Clinical Reasoning (MICR) MIOB 5002 – 8 credit hours
This module provides students the opportunity to integrate their acquired competencies, medical
knowledge for practice, and clinical skills within each thread of BF, CF and CH principles and
consolidate them in complex and multi-organ system case presentations. This will sharpen the clinical
and analytical skills of the students through the use of clinical vignettes requiring integration of
foundational and clinical medical sciences knowledge and require high-order reasoning through
complex clinical presentations. It provides opportunities for students to hone their practical clinical
skills, concomitantly prepares them for their Comprehensive Basic Science Examination (CBSE), and
ultimately allows them to demonstrate mastery of USMLE Step 1 Content Outline concepts and RUSM
curriculum learning objectives. The module is assessed through a series of daily and weekly progress
testing quizzes, tracked participation and professionalism, two multiple-choice midterm examinations,
and a multiple-choice Comprehensive Basic Science Examination (CBSE).
Assessment and Progression:
In order to complete a module and progress to the next module, a student must successfully pass all
three threads (BF, CF and CH) individually and also meet or exceed the overall Minimum Passing Score
(MPS). A student who is unable to successfully complete the requirements for promotion from a
module will be required to complete a remediation module (Principles for Academic and Cognitive
Excellence, PACE), subject to eligibility requirements guided by Student Promotion Policy. After
successful completion of the assigned remediation module (PACE), students will be eligible to re-take
the failed module.
Clinical Sciences: Course Descriptions
Clinical Rotations
The Office of Clinical Clerkships is responsible for scheduling each student. Students are not permitted
to enter a clerkship without written approval/consent from this department. Students may not contact
an affiliated hospital for the purpose of soliciting placement or for general inquiry. After students have
met all the requirements (academic, financial, and administrative) they will be permitted to begin
clinical clerkships. Students are able to begin clinical clerkships after passing the USMLE Step 1. Students
are required to complete a total of 90 clinical weeks, which include 48 weeks of required core clinical
clerkships and 42 weeks of clinical elective rotations.
The required core clerkships are as follows:
Internal Medicine – 12 weeks
Surgery – 12 weeks
Pediatrics – 6 weeks
Family Medicine – 6 weeks
Obstetrics/Gynecology – 6 weeks
Psychiatry – 6 weeks
The core clerkships in medicine, surgery, pediatrics, family medicine, obstetrics/gynecology, and
psychiatry are the basic areas of medical practice about which all physicians need to be knowledgeable.
They are included in the curriculum of every medical school. Participation in these clerkships also
provides students with an understanding of the various specializations in medicine.
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Family Medicine
The Family Medicine clerkship is a six-week rotation in which students will take care of a variety of
patients of different ages and backgrounds. Whether seeing a patient in the inpatient or outpatient
setting, the student will focus on the patient's clinical condition and utilize an approach that considers
both the medical and psychological well-being of the patient.
To enhance the educational experience there are cases, articles, power point presentations, videos,
textbook recommendations and practice questions. Many of the resources are available through Ross
University library, Access Medicine, Mediasite or public domains. At the beginning of the rotation, the
student should become familiar with the available tools, so as to use them most effectively during the
rotation. As adult learners, the student can choose a variety of learning formats to complement the
direct clinical experience. Students are expected to be active learners, utilizing evidence-based
resources and applying information to individual patient encounters.
Internal Medicine
Clinical clerkships form the foundation of medical student clinical education. Sir William Osler created
the first clerkship and established this traditional format more than a century ago. He created a model in
which the student was involved initially as an observer and then, with more experience, became an
active participant on the inpatient wards.
The goals and objectives of the RUSM internal medicine clerkship are consistent with those created by
the Clerkship Directors of Internal Medicine, an organization of clerkship directors of medical schools in
the U.S.
The objectives for the clerkship were also created in concert with the objectives of the other core
clerkships in the RUSM curriculum, and, when taken together as a whole, provide a firm foundation for
pursuing advanced studies in clinical medicine during the fourth year. Students perform and get
competent for the following:
• Perform a thorough history and physical examination, develop a concise differential diagnosis
and attempt to generate assessment and plan on any patient admitted to the Internal Medicine
service.
• Demonstrate proficiency in the interpretation of data in preparing the assessments of patients.
• Achieve basic knowledge about pathogenesis, presentation, evaluation and management of
conditions commonly treated by Internal Medicine physicians.
• Demonstrate the technical skills required to provide care for primary care patients.
• Develop attitudes and values that will foster and support safe, compassionate and professional
patient-centered care.
• Acquire an understanding of the importance of ancillary medical services (social work, nutrition,
physical therapy etc.) in the total care (systems-based practice) of the adult patient.
Obstetrics and Gynecology
The core Obstetrics and Gynecology (Ob-Gyn) clerkship will serve as an introductory experience in
providing comprehensive medical care and counseling services to elderly, adult and adolescent female
patients. Obstetrical conditions and gynecological problems commonly encountered provide the primary
focus for this clerkship experience.
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During your rotation, you will be required to be familiar with certain (30) diagnoses and several
procedures. We have used the terms Essential Patient Encounters (EPE) and Essential Patient
Procedures (EPP) to designate these conditions. Aware that you might not actually experience every
condition, we have provided Complementary Cases (RObGyn/APGO Cases) to help you fulfill these
requirements. These simulated cases may also be used as a review, or to prepare for encounters at your
clinical site. Please note that each RObGyn Case will list references and formative questions pertaining
to the particular condition.
Pediatrics
Students in the core Pediatrics clerkship will be introduced to health issues related to infants, children
and adolescents, specifically related to human developmental biology, and understanding the impact of
family, community, and society on child health and well-being. Students will also gain an understanding
of the impact of genetics and other internal and external influences on the growth of a healthy child,
physically, mentally, and emotionally. The clerkship will serve as an unmatched opportunity to gain
experience in dealing with children and their families in health and sickness, prepare students to
promote health, recognize signs and symptoms, differentiate diagnosis, and participate in management.
Students will acquire the knowledge, skills, and attitudes necessary to the development of a competent
Pediatrician.
Psychiatry
Psychiatry is a branch of medicine that diagnoses and treats major mental illness and provides
consultation about the mental effects of other medical illness and quality of life issues for individuals
and families. In addition to major psychiatric illness like schizophrenia, autism and bipolar disorder,
there are many other common psychiatric disorders featuring depression, anxiety and substance misuse
that affect large portions of the population. Psychiatry also includes a number of subspecialties such as
child and adolescent psychiatry, geriatrics and forensics.
Surgery
The format of the third-year clerkship provides a twelve-week clerkship in the surgical sciences. It is
designed for the student to gain knowledge about diseases that may be treated by surgeons. It permits
the student to develop the skills necessary to acquire knowledge under supervision and to develop the
clinical decision-making skills required by all physicians. The acquisition of technical skills is an important
part of the clerkship. The design of the third- year clerkship shifts emphasis the traditional surgical
clerkship of lectures, ward work, and long hours in the operating room. Students assume a greater role
in their self-education. Teaching sessions have a case-based orientation requiring student preparation
prior to each session and active participation in the session itself.
Electives
The 42 additional weeks are spent in clinical elective rotations; these must include eight additional
weeks of medicine, which may be spent in general medicine or in medicine subspecialties.
List of Clerkships and Electives
Required clerkships appear in CAPITAL letters; subspecialties in each area follow.
Core Clerkships
CFPC 5001 FAMILY MEDICINE
CMDC 5002 MEDICINE
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COGC 5003 OBSTETRICS/GYNECOLOGY
CPDC 5004 PEDIATRICS
CPSC 5005 PSYCHIATRY
CSRC 5006 SURGERY
Clinical Elective Rotations
CELE 5565 Adolescent Medicine
CMDS 5125 Allergy and Immunology
CMDS 5288 Ambulatory Internal Medicine
CSGS 5785 Anesthesiology
CSGS 5660 Breast surgery
CSGS 5787 Burn Surgery
CMDS 5017 Cardiology
CSGS 5790 Cardiothoracic Surgery
CELE 5605 Clinical Pathology
CELE 5630 Clinical Radiology
CMDS 5360 Clinical Research Elective
CSGS 5720 Colon and Rectal Surgery
CMDS 5225 Community Medicine
CMDS 5115 Critical Care Medicine
CMDS 5120 Dermatology
CMDS 5331 Electrocardiography
CMDS 5080 Emergency Medicine
CSGS 5080 Emergency Room
CMDS 5020 Endocrinology
CSGS 5795 Ear Nose and Throat
CMDS 5255 Family Medicine Elective
CMDS 5033 Gastroenterology
CSGS 5797 General Surgery Elective
CMDS 5037 Geriatrics
CSGS 5800 Gynecologic Surgery
CSGS 5828 Hand Surgery
CMDS 5027 Hematology
CMDS 5025 Hematology/Oncology
CMDS 5018 HIV Medicine
CMDS 5275 Hyperbaric Medicine/Wound Care
CMDS 5016 Infectious Disease
CMDS 5911 Infertility
CMDS 5060 Intensive Care Unit
CELE 5440 Maternal Fetal Medicine
CELE 5912 Medical Ethics
CMDR 5010 Medical Research Elective
CMDS 5046 Medicine Elective
CMDS 5233 Medicine Sub-internship
CELE 5430 Neonatal Intensive Care Unit
CELE 5545 Neonatology
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CMDS 5045 Nephrology
CMDS 5102 Neurological Pathology
CSGS 5725 Neurological Surgery
CMDS 5075 Neurology
CELE 5640 Nuclear Medicine
CELE 5450 OB/GYN Anesthesia
CELE 5435 OB/GYN Elective
COGE 5030 Obstetrics/Gynecology Sub-internship
CMDS 5110 Oncology
CSGS 5805 Ophthalmology
CSGS 5730 Orthopedic Surgery
CSGS 5760 Otolaryngology
CMDS 5276 Palliative Medicine
CELE 5022 Pathology
CPDE 5009 Pediatric Elective
CELE 5019 Pediatric Genetics
CELE 5555 Pediatric Infectious Disease
CELE 5913 Pediatric Orthopedics
CELE 5914 Pediatrics Research Elective
CELE 5540 Pediatrics Sub-internship
CSGS 5735 Pediatric Surgery
CELE 5475 Pediatric Cardiology
CELE 5525 Pediatric Pulmonology
CELE 5910 Perinatology
CMDS 5140 Physical Medicine and Rehabilitation
CSGS 5740 Plastic Surgery
CSGS 5822 Podiatry
CMDS 5165 Preventive Medicine
CMDS 5170 Primary Care
CPSE 5011 Psychiatry Elective
CPSE 5999 Psychiatry Sub-Internship
CELE 5570 Psychiatry-Forensic
CPSE 6108 Psychiatry-Emergency
CELE 5515 Psychiatry-Child and Adolescent
CMDS 5225 Public Health/Community Medicine
CMDS 5289 Pulmonary Disease
CELE 5645 Radiation Oncology
CELE 5014 Radiology
CMDS 5130 Rheumatology
CMDS 5135 Rehabilitation Medicine
CSGS 5810 Shock Trauma Surgery
CMDS 5195 Sports Medicine
CMDS 5180 Substance Abuse
CSGS 5820 Surgical Elective
CSGS 5825 Surgical Oncology
CSGS 5655 Surgical Research Elective
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CSGS 5835 Surgical Sub-internship
CSGS 5765 Trauma Surgery
CMDS 5185 Tropical Medicine
CSGS 5750 Urology
CSGS 5755 Vascular Surgery
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CURRICULUM OVERVIEW – Ross +/5-Track Curriculum
Competency Themes and Programs
The Doctor of Medicine (MD) degree is awarded upon successful completion of the Medical Sciences
curriculum, the Clinical Science curriculum, and the USMLE Step 1 and, USMLE Step 2 CK examinations.
The Medical Sciences curriculum consists of a minimum of 64 credits of specifically prescribed
coursework. All Medical Sciences coursework must be satisfactorily completed in Barbados.
The Medical Sciences Curriculum
The Medical Sciences curriculum is designed to:
• Offer an in-depth, comprehensive program of biomedical sciences that has traditionally been
deemed appropriate for future medical practitioners.
• Provide patient case correlations and clinical competency learning throughout the instructional
program of biomedical sciences.
• Present Clinical Skills courses and clinical experiential learning opportunities that provide the
practical experience needed by students to prepare adequately for their clinical science
curriculum.
The curriculum is designed so that the classes and examinations are based upon programmatic and
module learning objectives designed to meet the six core competencies established by the Accreditation
Council for Graduate Medical Education (ACGME), namely:
1. Patient Care
2. Medical Knowledge
3. Interpersonal Skills and Communication
4. Systems-based Practice
5. Professionalism
6. Practice-based Learning and Improvement
7. Interprofessional Collaboration
8. Personal and Professional Development
During the Medical Sciences semesters, students participate in an integrated organ systems-based
curriculum. This curricular structure is intended to enhance learning relevant to how physicians think in
practice. Principles important to maintenance of health are emphasized, including the complexities of
the interactions between physicians, their patients and society. The basis for normal homeostasis is
presented with examples of mechanisms of disease and the development of illness.
Competencies for good medical practice (ACGME competencies) are introduced in lectures, with case-
based small group learning (SGL), and through integrated case presentations incorporating concepts
from multiple scientific disciplines. Students develop knowledge of the medical sciences and skills
necessary to conduct the clinical interview, the primary skill of the clinician. Physical examination,
medical ethics and the practice of medicine within a complex society are also introduced at this early
stage in the curriculum. Students completing all semesters of the Medical Sciences curriculum have a
unified knowledge of human biology as it relates to the major organ systems, and how this knowledge
relates to medical practice.
29
For students matriculating prior to the May 2022 term, RUSM provides two options for student success.
The Ross+ track is a curriculum of five semesters in length, while the Standard Accelerated track is four
semesters. The two tracks constitute the same program of study. The five-semester track is considered
Ross+ curriculum. The four-semester track is known as the Standard Accelerated curriculum, denoted
with an “X” next to the course name on the transcript.
For students matriculating between May 2022 and August 2023 terms will all complete the same 5-
semester curriculum (based on the Ross+ 5-semester track.)
Minimum Passing Score (MPS)
Grades in the semester 1-5 Medical Sciences courses are set by using an MPS as calculated by using the
Hofstee method. The end of semester MPS is assigned to the complete set of compiled scores for the
exams and labs in each course, excluding the remediation final exam. The MPS score is determined by
the academic administration using the Hofstee method. It is this final MPS assignment which is utilized
for determination of a student’s final grade in the Medical Sciences and Clinical Sciences courses. Scores
are rounded to two decimal places with 0.50 rounded up. All grades are posted on myRoss at the end of
each semester.
The Clinical Science Curriculum
The Clinical Science curriculum consists of 90 weeks of clinical training with 48 weeks of required core
clerkships and 42 weeks of clinical elective rotations. Students participate in patient care while rotating
through various medical specialties with teaching hospitals and other approved healthcare facilities in
the United States and Canada. Students are required to complete core clerkships and clinical elective
rotations in addition to passing the USMLE Step 2 CK examinations in order to be eligible for graduation.
Graduating students may participate in the National Resident Matching Program® (NRMP), which is a
paired choice system for matching applicants to available residencies that takes place every March.
Students who train in a US residency program, typically sit for the USMLE Step 3 during residency. Upon
completion of their residency and passing the USMLE Step 3, candidate physicians are prepared for
licensure.
Medical Sciences Curricular Tracks
Two curricular tracks, the Ross+ and Standard Accelerated, are offered to students entering RUSM
between May 2013 and January 2022. Students matriculating between May 2022and August 2023 will
all follow a 5 track, based on the Ross+ curriculum. These tracks have a common first semester, which is
graded high pass/pass/fail.
The Ross+ Curriculum/5-track Curriculum: This Medical Sciences curriculum allows students the
opportunity to complete requirements of the curriculum in 20 months in Barbados, by completion of a
minimum of 64 credit hours of coursework.
The Standard Accelerated Curriculum: For students who matriculate prior to May 1, 2022, this Medical
Sciences curriculum allows students the opportunity to complete requirements of the Medical Sciences
curriculum in 16 months in Barbados, by completion of a minimum of 64 credit hours of coursework. By
the end of Semester 1, students matriculating in January 2022 or before, who have met the
requirements for the Standard Accelerated Curriculum, will choose between the 5-semester curriculum
30
and the 4-semester accelerated curriculum. Students receive academic counseling to guide track
placement. Students may not switch tracks mid-semester, nor may students switch from the Ross+
curriculum track to the Standard Accelerated Curriculum track in a subsequent semester.
Students starting their first semester courses in May 2022 or later will follow a single 5-semester
curricular track.
A failing grade for a course that is subsequently passed will show up on the transcript as “R” indicating a
repeated course and the R will not factor into the GPA calculation. Please note that credit hours of “R”
grades are included in calculating the pace of progression as part of determining Satisfactory Academic
Progress (SAP.)
The chart below compares the three tracks.
Standard Accelerated
Curriculum
(Four-Semester Track)
Ross+ Curriculum
(Five-Semester Track)
5 Track Curriculum (From
May 2022)
(Five-Semester Track)
Academics
Same program of study;
same semester 1;
semesters 2X, 3X, 4X
Same program of study; same
semester 1; semester 2, 3, 4,
5 with fewer modules per
semester and integrated
study breaks
All students complete the
same program of study and
path through the Medical
Sciences.
Tuition
4 full semesters’ tuition
4 full semesters’ tuition and
25% savings on tuition for
semester 5 only
5 full semesters’ tuition
Timing
Medical Sciences: 60
weeks
Clinical Science
Curriculum: 90 weeks
Total: 150 weeks
Medical Sciences: 75 weeks
Clinical Science Curriculum:
90 weeks
Total: 165 weeks
Medical Sciences: 75 weeks
Clinical Science Curriculum:
90 weeks
Total: 165 weeks
Medical Sciences:
Semester 1 Course Descriptions
1. Foundations of Medicine 1 – MIOB #1101 (13 credits)
The Foundations of Medicine 1 (FM 01) course includes four sequential modules. The first module
provides a sound foundation in biomedical sciences and is followed by three modules designed to
enhance student understanding of the basic sciences relevant to organ systems of the human body.
Modules in the FM 01 course are Fundamentals of Biomedical Sciences 1 (F1), Musculoskeletal 1 (M1),
Integumentary 1 (I1), and Hematopoietic and Lymphoreticular 1 (H1).
2. Clinical Skills 1 – MCLM #1102 (2 credits)
This Clinical Skills 1 course (CS 01) contains a single semester-long module of clinical learning.
The Clinical Skills 1 course creates the foundation on which to develop the practice of medicine where
the knowledge gained in the medical sciences is applied to increasingly complex clinical problems. In this
31
semester, the foundations are laid for mastery of the competencies of medical interviewing, physical
examination, clinical reasoning and professionalism. Students are also introduced to the American
Council on Graduate Medical Education (ACGME) competency- based goals and objectives which
underpin the practice of medicine - these 6 domains of clinical competency are addressed and
evaluated:
1. Patient Care
2. Medical Knowledge
3. Practice-Based Learning and Improvement
4. Interpersonal and Communication Skills
5. Professionalism
6. Systems-Based Practice
This course is comprised of: Orientation to the Course, Clinical Lectures, Large group interactive Sessions
on Medical Interviewing, Small Group Physical Exam Activities, Simulated Virtual Patient Medical
Interviewing Case Write ups. The capstone activity of the Sem 1 CS course is the summative end – of –
semester clinical Skills Exam where patient interviewing and physical exams skills knowledge are
assessed. Multiple modalities of student instruction incorporating the latest evidence-based education
technology tools are utilized to keep students excited, invested and engaged throughout the semester.
In addition, there are multiple opportunities for students to assess knowledge gaps through self-
assessment, self-reflection and self-directed learning during the course through 1:1 Clinical Skills
review/practice sessions and feedback from Faculty.
A Community Medicine content in semester 1 focuses on the development of knowledge and skills in
health delivery in communities and understanding social determinants of health. Delivery will take the
form of didactics, interactive sessions including case-based discussions, TBL, multimedia learning
resources, experiential learning in community settings, and engagement in community-based and other
research projects. The two main elements of the Community medicine content are research foundations
and community clinical experiences. The research foundations cover research ethics, study design,
types, statistics, measures of association and study interpretation. In the experiential learning
opportunities, students develop skills in patient engagement and advocacy and begin their professional
identity formation.
Semester 2 Course Descriptions
1. Foundations of Medicine 2 – MIOB #1201 (10 credits)
The Foundations of Medicine 2 course (FM 02) includes five sequential modules designed to enhance
student understanding of the basic sciences relevant to organ systems of the human body.
Modules in the FM 02 course are Digestive System 1 (D1), Cardiovascular System 1 (C1), Respiratory
System 1 (P1), Endocrine System 1 (E1), and Nervous and Psychiatric System 1 (N1).
2. Clinical Skills 2 – MCLM #1203 (4 credits)
The Clinical Skills 2 (CS 02) course contains a single semester-long module of clinical learning.
The CS 02 course continues to build on the foundation laid by the CS 01 course and to further develop
the mission of the Clinical Skills curriculum: to develop the practice of medicine where the knowledge
32
gained in the medical sciences is applied to increasingly complex clinical problems. In this course, we
continue furthering the mastery of the competencies of medical interviewing, physical examination,
clinical reasoning and professionalism. Further activities are introduced in this course as students’
knowledge base in the medical sciences increases and students become more equipped to navigate
increasingly complex clinical activities. Deeper integration of the basic science concepts takes place
through more complex clinical problem solving and critical thinking skills development.
This course is comprised of: Orientation to the Course, Clinical Lectures, Small group Learning Interview
Skills (SGL) Small Group Physical Exam Activities, Low Fidelity Simulation via the heart sounds training
simulation activity, and Basic Life Support Certification. The capstone activity of the course is the
summative end–of–semester clinical Skills Exam where patient interviewing and physical exams skills
knowledge are assessed.
The Service-Learning Program is also introduced in this course. Service learning is an integral component
of medical education that requires students to use academic knowledge and skills to address genuine
community needs. Service learning is a structured learning experience that combines community service
with reflection on the experience and what these experiences mean to students as future medical
professionals. In this way, service-learning activities are meaningful to both students and community
members involved. There is submission of a Service-Learning Project this semester.
As with the previous course, multiple modalities of student instruction incorporating the latest
evidence- based education technology tools are utilized to keep students excited, invested and engaged
throughout the semester. As with the previous course, there are multiple opportunities for students to
assess knowledge gaps through self-assessment, self-reflection and self-directed learning during the
course through 1:1 Clinical Skills review/practice sessions and feedback from Faculty.
Medical Sciences 2X: Standard Accelerated Curricular Track
Students enrolling into semester 2X of the Medical Sciences curriculum are given the option to proceed
in an accelerated curriculum track, enabling students to complete the Medical Sciences curriculum in a
total of four semesters. The Standard Accelerated Curriculum Track Foundations of Medicine 2X course
(FM 2X) includes six modules with a total of 13 credit hours of required coursework. The Standard
Accelerated Curriculum Track Clinical Skills 2X course (CS 2X) is assigned 4 credit hours of required
coursework.
1. Foundations of Medicine 2X – MIOB #1202 (13 credits)
For students choosing this track, the Standard Accelerated Curriculum Track Foundations of Medicine
2X course (FM 2X) includes five sequential modules designed to enhance student understanding of the
basic sciences relevant to organ systems of the human body.
In addition to the required modules for the FM02 course, students in the Standard Accelerated
Curriculum Track FM 2X are required to complete the Renal System 1 (R1) and Reproductive System 1
(S1) modules.
2. Clinical Skills 2X – MCLM #1204 (4 credits)
The Clinical Skills 2X (CS 2X) course contains a single semester-long module of clinical learning.
The CS 2X course continues to build on the foundation laid by the CS 01 course and to further develop
the mission of the Clinical Skills curriculum: to develop the practice of medicine where the knowledge
33
gained in the medical sciences is applied to increasingly complex clinical problems. In this course, we
continue furthering the mastery of the competencies of medical interviewing, physical examination,
clinical reasoning and professionalism.
Further activities are introduced in this course as students’ knowledge base in the medical sciences
increases and students become more equipped to navigate increasingly complex clinical activities.
Deeper integration of the basic science concepts takes place through more complex clinical problem
solving and critical thinking skills development.
This course is comprised of: Orientation to the Course, Clinical Lectures, Small group Learning Interview
Skills (SGL) Small Group Physical Exam Activities, Low Fidelity Simulation via the heart sounds training
simulation activity, and Basic Life Support Certification. The capstone activity of the course is the
summative end–of–semester clinical Skills Exam where patient interviewing and physical exams skills
knowledge are assessed.
The Service-Learning Program is also introduced in this course. Service learning is an integral component
of medical education that requires students to use academic knowledge and skills to address genuine
community needs. Service learning is a structured learning experience that combines community service
with reflection on the experience and what these experiences mean to students as future medical
professionals. In this way, service-learning activities are meaningful to both students and community
members involved. There is submission of a Service-Learning Project this semester.
As with the previous course, multiple modalities of student instruction incorporating the latest
evidence- based education technology tools are utilized to keep students excited, invested and engaged
throughout the semester. As with the previous course, there are multiple opportunities for students to
assess knowledge gaps through self-assessment, self-reflection and self-directed learning during the
course through 1:1 Clinical Skills review/practice sessions and feedback from Faculty.
Semester 3 Course Descriptions
Medical Sciences
1. Foundations of Medicine 3 – MIOB #2303 (10 credits)
The Foundations of Medicine 3 course (FM 03) includes four sequential modules. The first two modules
in the FM 03 course are Renal System 1 (R1), Reproductive System 1 (S1), and continue to introduce
students to the basic sciences relevant to organ systems of the human body. Fundamentals of
Biomedical Sciences 2 (F2) is designed to introduce themes of inflammation and infection. Digestive
System 2 (D2) shifts the focus to the nature, pathophysiology, clinical presentation, and management of
the common diseases affecting the digestive system.
2. Clinical Skills 3 – MCLM #2304 (2 credits)
The Clinical Skills 3 (CS 03) course contains a single semester-long module of clinical learning:
The CS 03 course continues to build on the skills acquired in the CS 01 and CS 02 courses and further
develops the mission of the Clinical Skills curriculum: to develop the practice of medicine where the
knowledge gained in the medical sciences is applied to increasingly complex clinical problems. Students
are called upon to further integrate their acquired interviewing and physical examination skills in
34
realistic encounters with Standardized Patients in the Enhanced Standardized Patient (ESP) Program
(Standardized patients are interviewed and examined by students in small group sessions with direct
observation and feedback by MD faculty. Differential diagnosis development and clinical reasoning are
modeled and facilitated).
Continuing on from the previous course, we continue with furthering the mastery of the competencies
of medical interviewing, physical examination, clinical reasoning and professionalism. More activities
are introduced in this course, commensurate with students’ increased knowledge base in the medical
sciences, and deeper integration occurs.
This course is comprised of: Orientation to the Course, Clinical Lectures, and ESP program. Special
Interviewing Skills Training (SIST) is introduced to equip students with the skills needed to navigate
complex patient encounters which contain a psychological component. Small group high fidelity
simulation sessions continue to correlate with the basic science knowledge presented in organ systems-
based modules of the lecture curriculum. In this course, students are now able to engage in small group
experiential learning in primary care and disease prevention through the real-time delivery of health
care and health-care related activities within the local community—this is achieved with Community
Clinic and Environmental Health visits.
The Service-Learning Program continues with the submission of a Service-Learning Project this semester.
The capstone activity of the Sem 3 CS course is the summative end – of –semester clinical Skills Exam
where patient interviewing and physical exams skills knowledge and Simulation are assessed.
As with the previous course, multiple modalities of student instruction incorporating the latest
evidence- based education technology tools are utilized to keep students excited, invested and engaged
throughout the semester. As with the previous course, there are multiple opportunities for students to
assess knowledge gaps through self-assessment, self-reflection and self-directed learning during the
course through 1:1 Clinical Skills review/practice sessions and feedback from Faculty.
Medical Sciences 3X: Standard Accelerated Curricular Track
Students who have previously completed semester 2X of the Standard Accelerated Curriculum Track
(FM 2X and CS 2X) are given the option to proceed in the semester 3X Standard Accelerated Curriculum
Track, enabling students to complete the Medical Sciences program in a total of 4 semesters. The
Standard Accelerated Curriculum Track Foundations of Medicine 3X course (FM 3X) includes five
modules with a total of 13 credit hours of required coursework. The Standard Accelerated Curriculum
Track Clinical Skills 3X course (CS 3X) includes 4 credit hours of required coursework.
1. Foundations of Medicine 3X – MIOB #2306 (13 credits)
The Foundations of Medicine 3 course (FM 03) includes four sequential modules. The first two modules
in the FM 03 course are Renal System 1 (R1), Reproductive System 1 (S1), and continue to introduce
students to the basic sciences relevant to organ systems of the human body. Fundamentals of
Biomedical Sciences 2 (F2) is designed to introduce themes of inflammation and infection. Digestive
System 2 (D2) shifts the focus to the nature, pathophysiology, clinical presentation, and management of
the common diseases affecting the digestive system.
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The Foundations of Medicine 3X course (FM 3X) includes five sequential modules:
Fundamentals of Biomedical Sciences 2 (F2) is designed to introduce themes of inflammation and
infection. Digestive System 2 (D2) shifts the focus to the nature, pathophysiology, clinical presentation,
and management of the common diseases affecting the digestive system. This module is followed by
Hematopoietic & Lymphoreticular System 2 (H2), Musculoskeletal System 2 (M2), and Reproductive
System 2 (S2).
Note - Students taking the Standard Accelerated Curriculum track of Foundations of Medicine 3X have
previously completed requirements for the Renal System module, part I, and the Reproductive System
module, part I.
2. Clinical Skills 3X – MCLM #2307 (4 credits)
The Clinical Skills 3X (CS 3X) course contains a single semester-long module of clinical learning:
The CS 3X course continues to build on the skills acquired in the CS 01 and CS 2X courses and further
develops the mission of the Clinical Skills curriculum: to develop the practice of medicine where the
knowledge gained in the medical sciences is applied to increasingly complex clinical problems. Students
are called upon to further integrate their acquired interviewing and physical examination skills in
realistic encounters with Standardized Patients in the Enhanced Standardized Patient (ESP) Program
(Standardized patients are interviewed and examined by students in small group sessions with direct
observation and feedback by MD faculty. Differential diagnosis development and clinical reasoning are
modeled and facilitated).
Continuing on from the previous course, we continue with furthering the mastery of the competencies
of medical interviewing, physical examination, clinical reasoning and professionalism. More activities
are introduced in this course, commensurate with students’ increased knowledge base in the medical
sciences, and deeper integration occurs.
This course is comprised of: Orientation to the Course, Clinical Lectures, and ESP program. Special
Interviewing Skills Training (SIST) is introduced to equip students with the skills needed to navigate
complex patient encounters which contain a psychological component. Small group high fidelity
simulation sessions continue to correlate with the basic science knowledge presented in organ systems-
based modules of the lecture curriculum. In this course, students are now able to engage in small group
experiential learning in primary care and disease prevention through the real-time delivery of health
care and health-care related activities within the local community--this is achieved with Community
Clinic and Environmental Health visits.
The Service-Learning Program continues with the submission of a Service-Learning Project this semester.
The capstone activity of the Sem 3X CS course is the summative end – of –semester clinical Skills Exam
where patient interviewing and physical exams skills knowledge and Simulation are assessed.
As with the previous course, multiple modalities of student instruction incorporating the latest
evidence- based education technology tools are utilized to keep students excited, invested and engaged
throughout the semester. As with the previous course, there are multiple opportunities for students to
assess knowledge gaps through self-assessment, self-reflection and self-directed learning during the
course through 1:1 Clinical Skills review/practice sessions and feedback from Faculty.
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Semester 4 Course Descriptions:
Medical Sciences 4: Ross+ Curriculum Track
2. Foundations of Medicine 4 – MIOB #2404 (9 credits)
The Foundations of Medicine 4 course (FM 04) includes five sequential modules focused on nature,
pathophysiology, clinical presentation, and management of the common diseases affecting the targeted
system. Modules in the FM 04 course are Cardiovascular System 2 (C2), Renal System 2 (R2),
Hematopoietic and Lymphoreticular System 2 (H2), Musculoskeletal System 2 (M2), and Reproductive
System 2 (S2).
2. Clinical Skills 4 – MCLM #2405 (2 credits)
The CS 04 course continues to build on the skills acquired in the CS 01, CS 02 and CS 03 courses to
further develop the mission of the Clinical Skills curriculum: to develop the practice of medicine where
the knowledge gained in the medical sciences is applied to increasingly complex clinical problems. With
students now competent in integrating their acquired interviewing and physical examination skills in
realistic encounters with Standardized patients as well as with patients in a community setting, time is
spent on encounters of increasing complexity, thereby further developing students’ differential
diagnosis and clinical reasoning skills.
Emphasis is placed on even further the mastery of the competencies of medical interviewing, physical
examination, clinical reasoning and professionalism. More activities are introduced in this course, as
students are introduced to the ACGME Core Entrustable Activities (EPA’s) as we look ahead to
preparation for core and elective rotations in the Clinical Semesters 6 to 10.
This course is comprised of: Orientation to the Course, Clinical Lectures, High Fidelity Simulation, Harvey
Heart Sounds Self-study, Advanced Interview Skills Training (AIST) program, Epibiostatistics, and
community visits. The AIST program incorporates the special Interviewing Skills Training (SIST) skills
acquired in the previous semester. Small group high fidelity simulation sessions continue, this time with
increasing complexity and teamwork to correlate with the basic science knowledge presented in organ
systems-based modules of the lecture curriculum and multidisciplinary teamwork respectively.
There is further engagement in the community with more opportunities in primary care and disease
prevention through the real-time delivery of health care and health-care related activities within the
local community—the Ambulatory Health Care experience (AHCE).and the Ambulatory Health Care
Rotation (AHR) with a wide variety of clinical sites ranging from dialysis to mobile health(m-health) to
walk–in clinics for the underserved. In addition, all students participate in a tele-health encounter
through the tele-Ambulatory Health Care experience (tele-AHCE) - an innovative tele-medicine
educational model developed in response to the global pandemic- which utilizes immersive technology.
The tele-AHCE is a sustainable tele-medicine educational model used to train students in this
indispensable modality of health care delivery for the 21st century and beyond.
The Service-Learning Program continues with the submission of a Service-Learning Project this semester.
The capstone activity of the Sem 4 CS course is the summative end – of –semester clinical Skills Exam
where patient interviewing and physical exams skills knowledge and the Capstone Harvey Heart Sounds
Examination occur.
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As with the previous semester course, multiple modalities of student instruction incorporating the latest
evidence- based education technology tools are utilized to keep students excited, invested and engaged
throughout the semester. As with the previous course, there are multiple opportunities for students to
assess knowledge gaps through self-assessment, self-reflection and self-directed learning during the
course through 1:1 Clinical Skills review/practice sessions and feedback from Faculty.
Medical Sciences 4X: Standard Accelerated Curricular Track
Students who have previously completed semester 3 of the Standard Accelerated Curriculum Track (FM
3X and CS 3X) are given the option to proceed in the semester 4 Standard Accelerated Curriculum track,
enabling students to complete the Medical Sciences curriculum in a total of 4 semesters. The Standard
Accelerated Curriculum Track Foundations of Medicine 4X course (FM 4X) completes requirements for
the Medical Sciences curriculum for students in the Standard Accelerated Curriculum Track. The
Standard Accelerated Curriculum Track Clinical Skills 4X course (CS 4X) includes 2 credit hours of
required coursework.
1. Foundations of Medicine 4X – MIOB #2407 (13 credits)
The Foundations of Medicine 4X course (FM 4X) includes six sequential modules focused on the nature,
pathophysiology, clinical presentation, and management of the common diseases affecting the targeted
system. Modules in the FM 4X course are Cardiovascular System 2 (C2), Respiratory System 2 (P2), Renal
System 2 (R2), Endocrine System 2 (E2), Integumentary System 2 (I2), and Nervous and Psychiatric
System 2 (N2). Following the last organ system module is a period for integration of multisystems
diseases, consolidation, and study. The course culminates with students sitting the National Board of
Medical Examiner’s Comprehensive Basic Science Examination.
2. Clinical Skills 4X – MCLM #2408 (2 credits)
The Clinical Skills (CS4X) course contains a single semester-long module of clinical learning that creates
awareness of clinical themes and continues instruction and training of students within a variety of non-
lecture-based learning activities. Themes emphasized are integrated medical interviewing, physical
examination and clinical reasoning skills in problem focused patient encounters and continuing to
develop core physician competencies established by the ACGME and the AAMC.
The Standard Accelerated Curriculum Track Clinical Skills 4X course (CS 4X) includes the following
content: High fidelity simulations; Harvey cardiopulmonary simulation self-study; Advanced Interview
Skill Training Program (AIST) which encompasses an orientation and training session, with a
Standardized Patient practice and feedback session, and a techniques and demonstrations session;
Radiology session; Epidemiology/Biostatistics Lab; and Service Learning Activity (if not already
completed). Also included are an AIST examination and a Harvey Heart Sounds computer-based
examination. High fidelity simulation continues in the CS 4X course with increasing complexity of cases
and expectations for performance. The Ambulatory Health Care Experience (AHCE) provides experiential
learning in the ambulatory health care setting with exposure to chronic disease management by a multi-
professional team.
Semester 5 Course Descriptions: RUSM September 2014
Medical Sciences 5: Ross+ Curricular Track
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1. Foundations of Medicine 5 – MIOB #2501 (10 credits)
The Foundations of Medicine 5 course (FM 05) includes four sequential modules focused on nature,
pathophysiology, clinical presentation, and management of the common diseases affecting the targeted
system. Modules in the FM 05 course are Respiratory System 2 (P2), Endocrine System 2 (E2),
Integumentary System 2 (I2), and Nervous and Psychiatric System 2 (N2). Following the last organ
system module is a period for integration of multisystems diseases, consolidation, and study. The course
culminates with students sitting the National Board of Medical Examiner’s Comprehensive Basic Science
Examination.
2. Clinical Skills 5 – MCLM #2502 (2 credits)
With the Clinical Skills Curriculum goals and objectives having been met, the CS 05 course shifts its focus
to students’ transition to the clinical sciences Semesters 6 through to 10. To this end, the CS 05 course
incorporates the skills acquired in the CS 01, CS 02, CS03 and CS04 courses to remediate any knowledge,
attitude, practice and behaviors (KAPB’s) which have been identified as requiring fine-tuning in
preparation for students' entry into the core and elective rotations during Semesters 6 to 10.
Students would have mastered integration of their acquired interviewing and physical examination skills
in various encounters and health care settings along with within the framework of the ACGME
competencies, enabling them to apply their clinical reasoning skills to integrate and process data in the
medical foundations. Having been introduced to the ACGME Core Entrustable Activities (EPA’s) in the CS
04 course, emphasis is placed on ensuring that all EPA’s are met. Students can therefore feel confident
that they are excellently positioned to undertake their core and elective rotations, this course is
comprised of: Orientation to the Course, Case-based learning, a 4-week Ambulatory Health Care
Rotation incorporating a wide variety of clinical experiences, 1 High Fidelity Simulation incorporating the
Systems Failures and a culture of Safety. Cultural Competency and cultural humility are also addressed.
Required Course for Students Repeating a Semester: Academic Enhancement (ACE) course (formerly
Essential Lifelong Learning Skills (ELLS) Program) for both Ross+ and Standard Accelerated Curriculum
Semester 1: MDBS-1105-Academic Enhancement 1
Semester 02/2X: Academic Enhancement 2
Semester 3-5: MDBS-2503-Academic Enhancement 3-5
These are mandatory courses for students repeating a semester in the Medical Sciences curriculum. The
course, specific to the semester being repeated, helps students with their metacognitive skills
foundations, reasoning skills, critical thinking, self-questioning, clinical applications and study strategies.
Students participate in a variety of individual encounters with an academic coach, including small group
sessions, together with the completion of assignments that encourage questioning
strategies. Techniques used to augment learning include reflection, the use of graphic organizers, self-
assessment of past performance and modeling. Students are encouraged to develop lifelong learning
habits that help them become more effective learners and eventually clinical decision-makers.
Clinical Sciences: Course Descriptions
Clinical Rotations
The Office of Clinical Clerkships is responsible for scheduling each student. Students are not permitted
to enter a clerkship without written approval/consent from this department. Students may not contact
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an affiliated hospital for the purpose of soliciting placement or for general inquiry. After students have
met all the requirements (academic, financial, and administrative) they will be permitted to begin
clinical clerkships. Students are able to begin clinical clerkships after passing the USMLE Step 1. Students
are required to complete a total of 90 clinical weeks, which include 48 weeks of required core clinical
clerkships and 42 weeks of clinical elective rotations.
The required core clerkships are as follows:
Internal Medicine – 12 weeks
Surgery – 12 weeks
Pediatrics – 6 weeks
Family Medicine – 6 weeks
Obstetrics/Gynecology – 6 weeks
Psychiatry – 6 weeks
The core clerkships in medicine, surgery, pediatrics, family medicine, obstetrics/gynecology, and
psychiatry are the basic areas of medical practice about which all physicians need to be knowledgeable.
They are included in the curriculum of every medical school. Participation in these clerkships also
provides students with an understanding of the various specializations in medicine.
Family Medicine
The Family Medicine clerkship is a six-week rotation in which students will take care of a variety of
patients of different ages and backgrounds. Whether seeing a patient in the inpatient or outpatient
setting, the student will focus on the patient's clinical condition and utilize an approach that considers
both the medical and psychological well-being of the patient.
To enhance the educational experience there are cases, articles, power point presentations, videos,
textbook recommendations and practice questions. Many of the resources are available through Ross
University library, Access Medicine, Mediasite or public domains. At the beginning of the rotation, the
student should become familiar with the available tools, so as to use them most effectively during the
rotation. As adult learners, the student can choose a variety of learning formats to complement the
direct clinical experience. Students are expected to be active learners, utilizing evidence-based
resources and applying information to individual patient encounters.
Internal Medicine
Clinical clerkships form the foundation of medical student clinical education. Sir William Osler created
the first clerkship and established this traditional format more than a century ago. He created a model in
which the student was involved initially as an observer and then, with more experience, became an
active participant on the inpatient wards.
The goals and objectives of the RUSM internal medicine clerkship are consistent with those created by
the Clerkship Directors of Internal Medicine, an organization of clerkship directors of medical schools in
the U.S.
The objectives for the clerkship were also created in concert with the objectives of the other core
clerkships in the RUSM curriculum, and, when taken together as a whole, provide a firm foundation for
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pursuing advanced studies in clinical medicine during the fourth year. Students perform and get
competent for the following:
• Perform a thorough history and physical examination, develop a concise differential diagnosis
and attempt to generate assessment and plan on any patient admitted to the Internal Medicine
service.
• Demonstrate proficiency in the interpretation of data in preparing the assessments of patients.
• Achieve basic knowledge about pathogenesis, presentation, evaluation and management of
conditions commonly treated by Internal Medicine physicians.
• Demonstrate the technical skills required to provide care for primary care patients.
• Develop attitudes and values that will foster and support safe, compassionate and professional
patient-centered care.
• Acquire an understanding of the importance of ancillary medical services (social work, nutrition,
physical therapy etc.) in the total care (systems-based practice) of the adult patient.
Obstetrics and Gynecology
The core Obstetrics and Gynecology (Ob-Gyn) clerkship will serve as an introductory experience in
providing comprehensive medical care and counseling services to elderly, adult and adolescent female
patients. Obstetrical conditions and gynecological problems commonly encountered provide the primary
focus for this clerkship experience.
During your rotation, you will be required to be familiar with certain (30) diagnoses and several
procedures. We have used the terms Essential Patient Encounters (EPE) and Essential Patient
Procedures (EPP) to designate these conditions. Aware that you might not actually experience every
condition, we have provided Complementary Cases (RObGyn/APGO Cases) to help you fulfill these
requirements. These simulated cases may also be used as a review, or to prepare for encounters at your
clinical site. Please note that each RObGyn Case will list references and formative questions pertaining
to the particular condition.
Pediatrics
Students in the core Pediatrics clerkship will be introduced to health issues related to infants, children
and adolescents, specifically related to human developmental biology, and understanding the impact of
family, community, and society on child health and well-being. Students will also gain an understanding
of the impact of genetics and other internal and external influences on the growth of a healthy child,
physically, mentally, and emotionally. The clerkship will serve as an unmatched opportunity to gain
experience in dealing with children and their families in health and sickness, prepare students to
promote health, recognize signs and symptoms, differentiate diagnosis, and participate in management.
Students will acquire the knowledge, skills, and attitudes necessary to the development of a competent
Pediatrician.
Psychiatry
Psychiatry is a branch of medicine that diagnoses and treats major mental illness and provides
consultation about the mental effects of other medical illness and quality of life issues for individuals
and families. In addition to major psychiatric illness like schizophrenia, autism and bipolar disorder,
there are many other common psychiatric disorders featuring depression, anxiety and substance misuse
that affect large portions of the population. Psychiatry also includes a number of subspecialties such as
child and adolescent psychiatry, geriatrics and forensics.
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Surgery
The format of the third-year clerkship provides a twelve-week clerkship in the surgical sciences. It is
designed for the student to gain knowledge about diseases that may be treated by surgeons. It permits
the student to develop the skills necessary to acquire knowledge under supervision and to develop the
clinical decision-making skills required by all physicians. The acquisition of technical skills is an important
part of the clerkship. The design of the third- year clerkship shifts emphasis the traditional surgical
clerkship of lectures, ward work, and long hours in the operating room. Students assume a greater role
in their self-education. Teaching sessions have a case-based orientation requiring student preparation
prior to each session and active participation in the session itself.
Electives
The 42 additional weeks are spent in clinical elective rotations; these must include eight additional
weeks of medicine, which may be spent in general medicine or in medicine subspecialties.
List of Clerkships and Electives
Required clerkships appear in CAPITAL letters; subspecialties in each area follow.
Core Clerkships
CFPC 5001 FAMILY MEDICINE
CMDC 5002 MEDICINE
COGC 5003 OBSTETRICS/GYNECOLOGY
CPDC 5004 PEDIATRICS
CPSC 5005 PSYCHIATRY
CSRC 5006 SURGERY
Clinical Elective Rotations
CELE 5565 Adolescent Medicine
CMDS 5125 Allergy and Immunology
CMDS 5288 Ambulatory Internal Medicine
CSGS 5785 Anesthesiology
CSGS 5660 Breast surgery
CSGS 5787 Burn Surgery
CMDS 5017 Cardiology
CSGS 5790 Cardiothoracic Surgery
CELE 5605 Clinical Pathology
CELE 5630 Clinical Radiology
CMDS 5360 Clinical Research Elective
CSGS 5720 Colon and Rectal Surgery
CMDS 5225 Community Medicine
CMDS 5115 Critical Care Medicine
CMDS 5120 Dermatology
CMDS 5331 Electrocardiography
CMDS 5080 Emergency Medicine
CSGS 5080 Emergency Room
CMDS 5020 Endocrinology
CSGS 5795 Ear Nose and Throat
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CMDS 5255 Family Medicine Elective
CMDS 5033 Gastroenterology
CSGS 5797 General Surgery Elective
CMDS 5037 Geriatrics
CSGS 5800 Gynecologic Surgery
CSGS 5828 Hand Surgery
CMDS 5027 Hematology
CMDS 5025 Hematology/Oncology
CMDS 5018 HIV Medicine
CMDS 5275 Hyperbaric Medicine/Wound Care
CMDS 5016 Infectious Disease
CMDS 5911 Infertility
CMDS 5060 Intensive Care Unit
CELE 5440 Maternal Fetal Medicine
CELE 5912 Medical Ethics
CMDR 5010 Medical Research Elective
CMDS 5046 Medicine Elective
CMDS 5233 Medicine Sub-internship
CELE 5430 Neonatal Intensive Care Unit
CELE 5545 Neonatology
CMDS 5045 Nephrology
CMDS 5102 Neurological Pathology
CSGS 5725 Neurological Surgery
CMDS 5075 Neurology
CELE 5640 Nuclear Medicine
CELE 5450 OB/GYN Anesthesia
CELE 5435 OB/GYN Elective
COGE 5030 Obstetrics/Gynecology Sub-internship
CMDS 5110 Oncology
CSGS 5805 Ophthalmology
CSGS 5730 Orthopedic Surgery
CSGS 5760 Otolaryngology
CMDS 5276 Palliative Medicine
CELE 5022 Pathology
CPDE 5009 Pediatric Elective
CELE 5019 Pediatric Genetics
CELE 5555 Pediatric Infectious Disease
CELE 5913 Pediatric Orthopedics
CELE 5914 Pediatrics Research Elective
CELE 5540 Pediatrics Sub-internship
CSGS 5735 Pediatric Surgery
CELE 5475 Pediatric Cardiology
CELE 5525 Pediatric Pulmonology
CELE 5910 Perinatology
CMDS 5140 Physical Medicine and Rehabilitation
CSGS 5740 Plastic Surgery
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CSGS 5822 Podiatry
CMDS 5165 Preventive Medicine
CMDS 5170 Primary Care
CPSE 5011 Psychiatry Elective
CPSE 5999 Psychiatry Sub-Internship
CELE 5570 Psychiatry-Forensic
CPSE 6108 Psychiatry-Emergency
CELE 5515 Psychiatry-Child and Adolescent
CMDS 5225 Public Health/Community Medicine
CMDS 5289 Pulmonary Disease
CELE 5645 Radiation Oncology
CELE 5014 Radiology
CMDS 5130 Rheumatology
CMDS 5135 Rehabilitation Medicine
CSGS 5810 Shock Trauma Surgery
CMDS 5195 Sports Medicine
CMDS 5180 Substance Abuse
CSGS 5820 Surgical Elective
CSGS 5825 Surgical Oncology
CSGS 5655 Surgical Research Elective
CSGS 5835 Surgical Sub-internship
CSGS 5765 Trauma Surgery
CMDS 5185 Tropical Medicine
CSGS 5750 Urology
CSGS 5755 Vascular Surgery
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AFFILIATED HOSPITALS BY STATE OR COUNTRY
This is not an all-inclusive list and is subject to change.
CALIFORNIA
• Bakersfield - Kern Medical***
o Kern Medical features a state-of-the-art Simulation Center, designed for those in the medical
field to practice and enhance their experience, knowledge, and skills. Each year, more than 200
residents, fellows, and medical students enroll in Kern’s UCLA-affiliated training programs.
• Los Angeles - California Hospital Medical Center***
o Located in downtown Los Angeles, the not-for-profit California Hospital Medical Center is known
for its acute care center, extensive community benefit programs, and designation as a major
teaching hospital.
CONNECTICUT
• Danbury/Norwalk - Danbury Hospital***
o Just an hour northeast of New York City, western Connecticut’s Danbury Hospital provides
contemporary and comprehensive medical education and training.
• Norwalk Hospital***
o On the northern shore of Long Island Sound, Norwalk Hospital is a not-for-profit, acute care
community teaching hospital in Norwalk’s Hospital Hill area.
FLORIDA
• Bradenton - Manatee Memorial Hospital**
o On Florida’s gulf coast, Manatee Memorial Hospital’s teaching faculty uses patient-based
teaching, audience response systems in didactic conferences, and online teaching modules to
assist in the learning process.
• Miami - Center for Haitian Studies***
o In Miami’s Little Haiti neighborhood, the Center for Haitian Studies offers clinical clerkships in
various medical specialties and subspecialties.
• Miami - Miami Beach Community Health Center*
o Miami Beach Community Health Center is a fully integrated ambulatory care medical facility and
teaching hospital.
• Miami - University of Miami Gordon Center**
o The Gordon Center is known for its emphasis on skills training, interactive learning, and patient
simulation through both technology and standardized patients.
• South Miami and Hialeah - Larkin Community Hospital***
o The Medical Student Clerkship Program at Larkin Community Hospital provides students with
educational and clinical training in numerous areas of medicine.
• Weston - Cleveland Clinic Florida***
o The Cleveland Clinic, South Florida’s largest non-university, physician-graduate training center,
offers the Medical Student Elective Rotation Program to teach students essential clinical and
practical skills.
• Miami - Miami Rescue Mission***
o A free clinic for the homeless, destitute, underinsured and uninsured community, offering access
to physical exams, prescriptions, and a variety of related services.
ILLINOIS
• Chicago - Mount Sinai Hospital***
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o Mount Sinai Hospital Medical Center is a large treatment, training, and research center located
on the west side of Chicago.
• Chicago - St. Anthony Hospital***
o Saint Anthony Hospital is a non-profit community teaching hospital dedicated to serving the
health needs of Chicago's west and southwest sides.
MARYLAND
• Baltimore - Ascension Saint Agnes Hospital***
o Saint Agnes Hospital is a primary and specialty care teaching hospital in Baltimore’s Southwest
District.
• Cheverly - UM Capital Region Medical Center***
o Located in the heart of Prince George's County, the state-of-the-art regional medical center
offers access to primary and ambulatory care services, and serves as a tertiary care center for
critically ill patients.
• Silver Spring - Holy Cross Hospital***
o Holy Cross Hospital is a not-for-profit teaching hospital caring for more than 36,000 inpatients
each year.
MICHIGAN
• Pontiac - St. Joseph Mercy Oakland Hospital***
o St. Joseph Mercy Oakland is a community teaching hospital where the focus of instruction is on
student learning and the environment is inviting and pressure-free.
• Southfield - Ascension Providence Hospital**
o Ascension Providence Hospital has been ranked among the top 15 major teaching hospitals and
one of the top 100 hospitals in the United States.
NEW JERSEY
• Hoboken - Hoboken University Medical Center*
o Located across the Hudson River from New York City, the Hoboken University Medical Center
provides a complete educational experience for doctors in training.
• Paramus - Bergen New Bridge Regional Medical Center*
o A completely renovated and refurbished satellite clinic, home to doctors providing cardiology,
surgery, nephrology, endocrinology, rheumatology, and gastroenterology care in the greater
Paterson, NJ area.
NEW YORK
• Bronx, New York City - BronxCare Health System**
o BronxCare is the largest voluntary, not-for-profit health and teaching hospital system serving the
South and Central Bronx.
• Queens, New York City - Flushing Hospital Medical Center**
o Flushing Hospital Medical Center, a not-for-profit teaching hospital, trains medical students in
the areas of general dentistry, internal medicine, obstetrics and gynecology, pediatrics, and
surgery.
• Queens, New York City - Jamaica Hospital Medical Center***
o Jamaica Hospital Medical Center, a not-for-profit teaching hospital, offers clinical rotations in the
pulmonary and sleep clinics, the medical intensive care unit, psychiatry, research, and various
electives.
• Queens, New York City - St. John's Episcopal Hospital***
o St. John's Episcopal Hospital is a teaching hospital that trains the physicians and healthcare
providers of tomorrow.
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• Oceanside, New York City - Mount Sinai South Nassau (JFK)***
o Mount Sinai South Nassau has dedicated non-COVID patient care areas, including within the
Emergency Department. Includes services for Behavioral Health and Cancer Care/Oncology.
• Staten Island, New York City - Staten Island University Hospital
o A 668-bed specialized teaching hospital that occupies two main campuses and numerous
community-based health centers and laboratories. The 17-acre campus on Seaview Avenue in
Ocean Breeze offers a wide range of services and features the island’s most advanced emergency
department (ED), a state-of-the-art education center and renowned Heart Institute.
WASHINGTON, DC
• Southeast, Washington, D.C. - Saint Elizabeth’s Hospital***
*Cores only
**Electives only
***Both cores and electives
Note: Not all hospitals contain all six cores. Some hospitals are combined to make a full track.
In select cases, RUSM students may do clinical clerkships in teaching hospitals beyond the United States. These
unique clinical opportunities introduce students to different healthcare systems and broaden their understanding
of international healthcare.
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POST-GRADUATE TRAINING
RUSM graduates are eligible for training in accredited United States residency programs, and Canadian
students may be eligible for residency training in Canada.
To be eligible for residency, students must fulfill all graduation requirements, including passing USMLE
Step 1 and USMLE Step 2 CK to and obtain ECFMG certification. To be eligible for residency programs,
which usually begin on July 1 of every year, students must graduate prior to June and have their ECFMG
certification in hand by June 30 of that year. Most residency programs accept applications starting in
September for entry into residency the following July. Non–US citizens who are not permanent residents
must obtain the appropriate visa in order to be eligible for US residencies.
ECFMG assesses the preparedness of foreign medical graduates for training in United States accredited
residency programs.
National Resident Matching Program (NRMP)®
The primary avenue to securing a residency position in the United States is participation in the NRMP.
Students and graduates of RUSM who are seeking postgraduate residency positions in the United States
are eligible to enroll in the NRMP.
The NRMP is a system for matching applicants to available residencies that occurs annually in March.
Detailed information about the NRMP can be obtained at www.nrmp.org. RUSM students are
potentially eligible for all matching programs that are likewise open to any US medical student trained in
an allopathic program, including, but not limited to, the Canadian Resident Matching Service (CaRMs),
the San Francisco Match and the Urology Match.
Residency Preparation Assistance
Approximately one year prior to graduation from RUSM, students begin planning in earnest for the
residency process. The Office of Career Advisement (OCA) is dedicated to helping students through this
process. Assistance is also available through the Office of Licensing, Credentialing and Records (LCR), for
obtaining licensure to practice medicine, which is governed by state medical boards.
The pre-application process for residency includes written, electronic and in-person instruction,
guidelines, workshops, and seminars on application preparation and best practices. OCA oversees the
writing of the Medical Student Performance Evaluation (MSPE) for participation in the matching process.
Should a student desire a supplemental experience prior to residency or an alternative occupation
pursuit, OCA also provides information and career-related guidance.
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ACADEMIC POLICIES AND PROCEDURES
Registration of New Students
The Office of the Registrar will register new students upon confirmation by the Office of Admissions. In
addition, students must complete Academic and Campus check-in each term For a student to be fully
checked in they must complete academic check-in and in-person on-campus check-in as follows:
• Start of term – Student is required to check in by 5pm on the first day of the term. 
• Mid-term start – Student is required to check in by 5pm on the first day of the second module.
Students must present a picture ID (valid driver’s license or passport) on campus in order to receive their
official RUSM identification.
Students who do not complete both Academic and Campus check-in prior to the end of the first day of
the term will have enrollment removed for the term, and any financial aid disbursements received by
RUSM will be returned to the lender.
A student’s enrollment is conditioned upon submission of all documentation required for admission.
Any missing documentation that is specified in the offer of admission must be submitted to the RUSM
Office of the Registrar by the end of the first semester. If the documentation is not received within that
time, the student will be administratively withdrawn and will not be permitted to attend the subsequent
term.
At the time of registration, all tuition and fees must be paid in full unless the Director of Student Finance
grants an exception based on one of the following:
• RUSM has received documentary evidence, satisfactory to the Director of Student Finance,
indicating that payment is guaranteed and that the full tuition and fees will be paid within 30
days from the beginning of the term.
• The Office of Student Finance has authorized delayed payment pursuant to a written and signed
agreement that requires payment of the full tuition and fees not later than the beginning of the
fifth week of the term.
By the act of registration, class attendance, or participation in other activities associated with
enrollment at RUSM, the student accepts financial responsibility for charges assessed to his/her student
account. Charges include those for tuition, mandatory fees, clinical charges and penalties (such as late
payment fees and fees associated with the cost of collection in the event of a delinquency, among
others as outlined in the RUSM Financial Information section under Tuition and Fees. This financial
responsibility is not relieved until payment has been made for all charges incurred.
In the event the payment terms are not met, RUSM reserves the right to annul registration, in which
case the student will not receive academic credit for that semester. For more information, please refer
to the Student Handbook.
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Grading System
RUSM’s grading system is as follows:
Grade
Grade Range
GPA
A
85-100
4.00
B+
80-84
3.50
B
75-79
3.00
C+
71-74
2.50
C
MPS - 70
2.00
C*
Remediation by Exam
2.00
F
Fail (below MPS)
0.00
HP
High Pass 85 - 100
0.00
P
Pass MPS - 84
0.00
P*
Remediation by Exam
0.00
NP
No Pass
0.00
W
Withdrawn Before Interim Exams
0.00
WP
Withdrawn Passing
0.00
WF
Withdrawn Failing
0.00
I
Incomplete
0.00
IP
In Progress
0.00
R
Course repeated in subsequent semester/term
0.00
RR
Course requires remediation
0.00
M
Missing Grade/Grade Not Submitted
0.00
UP
Unsatisfactory Progress
0.00
Effective September 1, 2022, RUSM has discontinued assigning grades of WP, WF, C* and P*.
A student electing to withdraw from RUSM will receive grades of “W” on his/her transcript.
• Students completing medical sciences in the Ross+/5-Track Curriculum: Withdrawal from a single course
during a Medical Sciences semester is not permitted. However, if a student withdraws from the term, a
grade may be given for any courses that have been fully completed.
A student who is granted an emergency absence resulting in an Approved Absence will receive grades of
“W.” An “I” (incomplete) grade is entered when a student is advanced, pending completion of a course
requirement, as defined by the course director. In this case, the outstanding requirement must be
completed the following term and the “I” will be changed to a letter grade. Failure to do so will result in
a grade of “F.”
Students earning exemplary grades are recognized as follows:
Medical Sciences Dean’s Honor Roll:
• Students completing medical sciences in the Ross+/5-Track Curriculum: Students who earn a High Pass in
Foundations of Medicine course and a Pass in Clinical Skills course of Semester 1 qualify for the Dean’s
Honor Roll.
• Students completing medical sciences in the Single Module Curriculum: Students who complete both
Fundamentals of Medicine 1 and 2 and earn a semester GPA of 3.5 qualify for the Dean’s Honor Roll.
Medical Sciences Dean’s List: During Medical Sciences semesters, students who have maintained a 3.50 GPA in
two successive Medical Sciences semesters qualify for the Dean’s list. They remain on the Dean’s list as long as
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they maintain a 3.50 GPA (and above) each semester. The Dean’s list is posted at the beginning of each semester
as soon as grades are available.
• Student completing medical sciences in the Ross+/5-Track Curriculum: Semester 2 students are eligible
to be on the Dean’s List if they have a 3.50 GPA for semester 2 and earned a HP during semester 1.
Clinical Sciences Dean’s List: The Students have an opportunity to be recognized on the Clinical Sciences Dean’s
list while completing their clinical rotations (years 3 & 4) by meeting the following criteria:
• Clinical Sciences Dean’s List – 3
rd
Year/Core Rotations Criteria:
o Successfully complete all Core Rotations (48 hours) and earn a letter grade of an “A” in
all required NBME Subject Clerkship Exams.
▪ Internal Medicine
▪ Surgery
▪ Family Medicine
▪ Pediatrics
▪ OB/GYN
▪ Psychiatry
o Achieve a minimum 3.8 clinical GPA for all Core Rotations.
o Pass United States Medical Licensing Examination
®
(USMLE
®
) Step 1 on first attempt.
• Clinical Sciences Dean’s List – 4
th
Year/Electives
o Successfully complete 32 hours of clinical elective rotations.
o Achieve a minimum 3.8 clinical GPA in elective rotations.
o Comprehensive Clinical Subject Examination (CCSE): Achieve a first-time passing score of
a 220 or higher on exam prior to 8/1/22 or first-time passing score of 225 or higher on
exam on or after 8/1/22.
o USMLE Step 2 Clinical Knowledge (CK): Achieve a first-time passing score of a 230 or
higher for exams prior to 7/1/22 or receive a first-time passing score of 235 or higher for
exams on or after 7/1/22.
Distinguished Scholar: Students maintaining a 4.0 GPA during the Medical Sciences semesters are
designated as Distinguished Scholars.
Graduation with Honors: Honors designations are printed on those graduates’ diplomas. To be eligible
for Honors status, you must do all of the following:
• Be a student in good standing.
• Have not received a, UP, NP, F, RR, or R in any course.
• Have a 3.00 cumulative GPA through the Medical Sciences semesters.
• Have passed USMLE Step 1 on their first attempt.
• Have passed USMLE Step 2 CK with a score of 220 or higher on their first attempt on exam prior
to July 7, 2022. or a score of 225 or higher on their first attempt on exam on or after July 7, 2022
• Pass all Subject Clerkship Exams on 1
st
attempt (students that begin their first core rotation on
or after September 1, 2023)
• Meet one of the following combined Medical Sciences and Clinical Sciences cumulative GPA
requirements:
o 3.50 – 3.59 Honors
o 3.60 – 3.79 High Honors
o 3.80 – 4.00 Highest Honors
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o Transfer students who did not complete the Medical Sciences curriculum at RUSM will
have an equivalency review completed on a case-by-case basis.
The passing grade in all courses is “B”; “C” is marginally passing, and “F” is a failing grade. Students
should aim to maintain at least a “B” average during the Medical Sciences curriculum. This predicts high
passing rates and high scores on the USMLE Step 1. Students who pass all their required courses with
grades of “A,” “B+,” “B,” “C+, “C,” or “P” are eligible for promotion.
During the Clinical Sciences curriculum, students are evaluated in four different categories on a scale of
1 to 5, where “1” is failing and “5” is excellent. Points are weighted and calculated into a letter grade. A
“1” in any category will result in an “F” grade. Evaluations during the Clinical Sciences curriculum include
an assessment not only of the student’s fund of knowledge and ability to apply it to clinical problems,
but also of those characteristics considered desirable in a good physician. These characteristics include
problem-solving ability; reliability; judgment; interpersonal relations with peers, patients, and staff;
professional skills (history taking and patient examination); and motivation. Students must complete all
required online curriculum content and pass a NBME Subject Clerkship Exam (SCE) at the conclusion of
each core clerkship.
Examinations
Examinations are considered an integral part of the learning process and are designed to emphasize
important concepts and develop problem-solving abilities.
All examinations in the Medical Sciences semesters are taken on campus or at other RUSM approved
settings. Students are required to complete all exams as scheduled. There are no make-up exams.
Students who are unable to complete all exams, except for those occurring during a single excused
absence, may be administratively withdrawn.
Clinical sciences students are required to pass the NBME SCE in each of the six required core clerkships.
Monitoring of Student Progress
At appropriate points in the educational process, the faculty reviews the progress of each student in
order to identify any academic difficulties that may exist or are developing.
To be in good standing, students in the Medical Sciences and Clinical Sciences semesters must comply
with all academic rules and regulations and remain current in financial obligations.
Students successfully completing and passing all the Medical Sciences courses will be eligible for
certification to take the USMLE Step 1 upon passing the NBME CBSE.
Students must take and pass all Medical Sciences courses, and the USMLE Step 1, otherwise they cannot
proceed into clinical clerkships. Students who are certified to take the USMLE Step 1 must sit for USMLE
Step 1 as per policy in the Student Handbook. Extensions to this eligibility will not be approved. Students
who do not pass the USMLE Step 1 are allowed up to three subsequent attempts to pass the exam,
within the deadline as defined by the policy in the Student Handbook. RUSM’s policies provide that
students must pass the USMLE Step 1 in no more than four attempts. Students are required to pass the
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USMLE Step 1 and USMLE Step 2 CK examinations in order to be eligible to receive the MD degree from
RUSM.
According to RUSM policy, to be eligible to take the USMLE Step 2 CK, a student must have passed the
NBME Comprehensive Clinical Science Exam (CCSE) by the deadline defined in the Student Handbook.
Academic Standing
Students maintain good standing by complying with all academic policies and procedures and remaining
current in financial obligations. RUSM reserves the right to withhold services and grades from students
who are not in good standing. To remain in good academic standing, students should maintain a
cumulative grade point average of 2.0 or higher.
Satisfactory Academic Progress
Satisfactory academic progress is a standard of acceptable performance in meeting degree requirements
within specified time periods. It is used in both academic evaluation and determination of financial aid
eligibility. Students maintain satisfactory academic progress by meeting the requirements listed in the
Student Handbook under the section “Academic Standing & Progress.”
Class Attendance
Attendance is mandatory at all classes, laboratory sessions, case studies/problem-based learning
conferences and clinical clerkships. Any unauthorized absence or failure to report to a clinical clerkship
will be subject to administrative withdrawal. In addition, the student could receive a grade of “F” for
that clerkship. RUSM is a private secular institution and does not close for the religious holidays of any
specific denomination or group; however, there are occasions where a student may require special
accommodation for religious reasons. In this case, the student must apply in writing to RUSM for special
consideration. If the request poses an undue burden to RUSM, such requests will not be granted.
Further information on RUSM attendance policies can be found in the Student Handbook.
Professional Conduct, Ethics
RUSM students must adhere to high standards of ethical and professional behavior. Guidelines for such
behavior are found in the “Professionalism and Conduct” section of the Student Handbook. Significant
deviation from the expected professional conduct may result in sanction by the conduct administrator
or a conduct panel. See the Code of Conduct section of the Student Handbook for information on
possible sanctions due to misconduct.
Probation
A student may be placed on probation for academic issues at the recommendation of the Promotions
Committee or as the result of a conduct hearing. Academic probation is based on course work and
professional behavior and recommended by the respective committee to the RUSM Dean. Students are
on academic probation while they are repeating one of the Medical Sciences semesters or Clinical
Sciences semesters. Students on academic probation are also placed on financial aid probation for one
term. During this probationary term, students may obtain financial aid. If they are not removed from
probationary status the following term, they will be ineligible to obtain any financial aid. Additional
detailed information regarding probation and its impact on financial aid is provided in the Student
Handbook.
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Dismissal
Students may be dismissed from RUSM for poor academic performance, for violation of the Code of
Conduct, the Honor System, and/or for violation of the expectations for student behavior outlined in the
Academic Dismissal and Disciplinary Dismissal sections of the Student Handbook. Dismissed students are
not considered for readmission. A process for appeal is available to dismissed students and is outlined in
the Appeals Process for Academic Dismissal section of the Student Handbook. The Appeals process for
disciplinary dismissals is located in the Code of Conduct section of the Student Handbook.
• Academic Appeals Process: For students who are dismissed and are eligible to appeal should
refer to the Student Handbook on the process for such appeals.
Short-term Absences
Students may have unavoidable, nonacademic reasons for interrupting their enrollment during a term.
With the approval of the Associate Dean for Student Affairs or his/her designee, a Medical Sciences
student may be temporarily excused from classes r due to documented emergency circumstances. A
short-term absence is authorized only when a student intends to return to complete all coursework for
that term. A student who is unable to return must request an approved absence. Failure to request an
approved absence will result in an administrative withdrawal and the student must apply for
readmission. The interrupted term will not be counted when determining time limits for satisfactory
academic progress. In the case of an approved absence following a short-term absence, students will not
be charged tuition twice for the same term. Please refer to the RUSM Student Handbook regarding
short-term and emergency absences.
Approved Absence: A student who needs a longer break between term s for personal reasons may
request an approved leave of absence (AA) as outlined in the Student Handbook. Generally, an AA will
be granted for only one term and the student must return in the following term . A student who does
not return from an AA at the specified time will be subject to administrative withdrawal, effective the
last date of academically related activity attended.
Withdrawals
A withdrawal occurs when a student’s enrollment is permanently discontinued or, in some cases,
temporarily interrupted. A withdrawal may be formal (when the student completes a withdrawal form)
or informal (without written notification). If the withdrawal is effective during the first semester, the
student must reapply for admission to RUSM in order to be reinstated. See “RUSM Financial
Information” section for refund information related to withdrawals.
Administrative Withdrawals:
Students are subject to Administrative Withdrawal if they:
• Do not complete academic check-in during the designated check-in period prior to the start of the term.
Check-in period is determined by the Office of the Registrar.
• Fail to register for a medical sciences semester prior to the start of term.
• Fail to participate in a mandatory ATL advising session.
• Fail to report to a clinical clerkship on the first day of the clerkship.
• Do not return at the time specified at the end of an AA without prior approval or take an unauthorized
leave.
• Have an unexcused absence, or multiple unexcused absences or fail to respond to requests regarding
enrollment status and/or unexcused absences.
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• Do not sit for the retake of USMLE Step 1 within four (4) months of prior attempt.
• Do not sit for their first attempt of the USMLE Step 2 CK within six (6) months after passing NBME CCSE.
• Do not sit for their retake of USMLE Step 2 CK within six (6) months of prior attempt.
• Failure to submit any required documents.
• Failure to respond to a request by the Office of Student Affairs, the Student Promotions Committee
and/or the Clinical Student Promotions Committee, including Show-Cause requests.
• Failure to meet the conditions of their readmission.
A student who is Administratively Withdrawn will be reported as withdrawn effective the last day he or
she attended classes. The date of withdrawal will be reported to any and all government agencies as are
applicable to the student. Students are subject to Temporary Withdrawal for absences longer than four
weeks in duration (scheduled breaks between terms do not apply). For more information, please refer
to the Student Handbook.
Deferrals
Prior to the start of classes, students admitted to a specific term may request to defer their admission to
a subsequent term. The following policies apply to deferrals:
• Timeframe. This privilege is limited to no more than the upcoming two term s. Students who do
not begin enrollment during that period are considered deactivated and must re-apply for
admission.
• Applications and Requirements. Applications for deferrals must be made to the Admissions
Office. Students deferring to a future term must meet all the requirements in effect for that
term.
• Week One Deferrals. Entering students who, following their initial check-in on campus, wish to
defer their enrollment to the following term may do so through Student Affairs. This option is
only available during week one of the term.
• Deactivation. On occasion, students who are admitted for a given term do not arrive on campus
to check-in for that term, and they do not request a deferral. These students are
administratively withdrawn and are considered to have deactivated their applications. They
must re-apply for admission.
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QUALIFICATIONS FOR DOCTOR OF MEDICINE DEGREE CANDIDATES
The Liaison Committee on Medical Education has recommended that all medical schools develop
technical standards to assist them in determining whether applicants for admission to RUSM or
candidates seeking the Doctor of Medicine degree are qualified to pursue a career in medicine. This
document, Qualifications for Doctor of Medicine Degree Candidates, contains the technical standards for
RUSM. The technical standards are based on guidelines produced by the Association of American
Medical Colleges. This document is also published in the Student Handbook, which is distributed to all
matriculating candidates. All applicants who reach the interview stage will be required to read the
Qualifications and to sign a copy of the attached form to indicate that they understand the
Qualifications. The signed form is kept as a permanent part of each matriculating candidate’s record.
For more information, please refer to the Student Handbook.
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DEGREE AND LICENSURE REQUIREMENTS
The Doctor of Medicine (MD) degree is awarded upon successful completion of the following:
• Medical Sciences curriculum
• Clinical Sciences curriculum
• USMLE Step 1
• USMLE Step 2 Clinical Knowledge (CK)
• Payment of all fees and charges owed to RUSM.
• Have met all standards or resolved any concerns regarding adherences to the Student
Handbook.
Transcript Requests
Official transcripts are available only from the Office of the Registrar in Miramar. Students may submit a
transcript request electronically via myRoss. Transcript requests cannot be taken over the telephone or
via email. Students may also view their unofficial grade report on myRoss.
Commencement
Commencement exercises are held in the spring. Due to RUSM’s three terms per year schedule,
students have the opportunity to complete their requirements for the MD degree at three different
points throughout the year. Consequently, students will be considered RUSM graduates on one of the
three graduation dates after which they have completed their graduation requirements. Diplomas will
not be released unless all outstanding balances, administrative documents, clinical evaluations, and
scores from the USMLE Steps 1 and 2 have been received.
Licensure Requirements
In order to be licensed and practice medicine in the United States, the ECFMG requires students to take
and pass USMLE Step 1 and the USMLE Step 2 CK. The final step for licensing, USMLE Step 3, is taken
after graduation, during or at the conclusion of residency training.
RUSM students must pass USMLE Step 1 and USMLE Step 2 CK examinations to be eligible for
graduation. Students must have their applications for USMLE exams verified by the Office of the
Registrar, located in Miramar, Florida, before the exams are taken.
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FACILITIES AND SUPPORT SERVICES
Instructional Sites
The Medical Sciences curriculum is conducted at RUSM’s campus in Barbados. Students practice
diagnostic and basic treatment skills with standardized patients and in RUSM’s simulation lab, featuring
computerized patient simulators.
The clinical clerkships are conducted at more than 20 teaching hospitals in the United States. These
affiliations host RUSM students, alongside those from other United States medical schools, for the
clinical clerkship phase of their training.
Medical Sciences Campus
Students begin their journey to become physicians on the school's medical sciences campus in Barbados.
The campus features technologically advanced facilities, including:
• High-tech classrooms
• An internationally accredited Simulation Institute, where students leverage sophisticated
computerized patient simulators to practice basic and diagnostic treatment skills.
• Technologically impressive laboratories for simulation learning and anatomy, including medical
imaging capability.
• Extensive audiovisual and multimedia capabilities throughout the campus
• Wireless Internet access throughout the campus
Standard features for all new classrooms include large rear projection video display systems with
additional plasma screen monitors offering a clear view of the teaching material for each seat in the
classroom. New classrooms feature teleconferencing systems that provide learning opportunities to
students both on and off campus in addition to wireless network access.
On campus, there are a number of rooms for small-group instruction. Each student is assigned an
electronic mailbox for the purpose of sending and receiving email. The campus wireless network can be
accessed in public areas, classrooms, and study spaces.
Campus Safety
Security is provided 24/7 by RUSM at both Villages at Coverley residences, and at the academic campus.
Additional campus safety and security information is provided in the Student Handbook.
The Office of Career Advising
The Office of Career Advising (OCA) advises students in residency preparation, prepares student
documents in preparation for residency, and assists graduated students by facilitating their ongoing
post-graduate professional pursuits.
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STUDENT LIFE AND SERVICES
Orientation
Incoming students are required to participate in New Student Orientation prior to the beginning of
classes. The orientation gives students an opportunity to meet faculty and support staff, and hear about
academic policies, student activities and services offered by RUSM. Expectations regarding professional
behavior are discussed and medical ethics are introduced. Students can also participate in the many
activities and island tours that take place throughout the week. In short, orientation is a good
opportunity to begin to acclimate to campus and have some fun before the start of classes. An
additional orientation for spouses, significant others, parents, and family members is also offered once
the term begins in partnership with Ross Spouses Organization.
Housing – On-Campus (Barbados)
General Information – Medical Sciences
The RUSM residential campus for Medical Sciences students will be at The Villages of Coverley
neighborhood in Barbados. Coverley is a planned community with on-site local businesses and
restaurants built around a town square concept. RUSM housing has fully furnished single family homes
configured as 4-bedroom, 3-bath and 3-bedroom, 2-bath units. Rent includes property management,
exterior and interior maintenance, personal property insurance, cleaning each term, Wi-Fi, trash pickup,
monthly utility allotment (water, electric and sewer), access to parking and gym membership at Club
Fitness. Additional information regarding Housing is available on the RUSM website.
Using the RUSM Housing Portal, students will be able to select their preferred floorplan and room type.
Additionally, students will be able to choose specific roommates or search for potential roommates
based on stated preferences. Housing pricing will be divided into four tiers:
• Tier 1: Room with Private Bath in 3-Bedroom Unit
• Tier 2: Room with Private Bath in 4-Bedroom Unit
• Tier 3: Room with Shared Bath in 3-Bedroom Unit
• Tier 4: Room with Shared Bath in 4-Bedroom Unit
Each residential unit includes:
• Appliances: electric stove and oven, refrigerator, kettle, microwave oven and high efficiency
washer and dryer
• Kitchen: plates, glasses, coffee cups, silverware, basic cooking utensils, pots and pans, food
preparation items, and waste basket
• Living Room: couch, chair, coffee table, end table, kitchen table with chairs or bar top with
stools, ceiling fan, smoke detector and fire extinguisher
• Bedrooms: Full-sized bed, nightstand, desk, chair, wardrobe/, ceiling fan, air-conditioner, desk
lamp, smoke detector, blinds, and dry erase board (3’ x 4’)
• Bathrooms: Shower curtain with rod, where applicable, and waste basket
• Other: plunger
On-Campus Living Requirement & Exemptions: RUSM requires all first-semester students to reside in
RUSM Housing. After the successful completion of the first semester a student may choose to live off-
campus by following the proper cancellation protocols communicated by the housing agreement (sub-
lease) and RUSM Housing Office.
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Assignments and Roommates: Students are charged a one-time housing application fee and deposit
that apply as long as the student remains continually enrolled and on-campus. The housing agreement
(sub-lease) is for one term and automatically renews for two (2) additional consecutive terms (3 total).
Students will be provided with access to the Housing Portal each term to reserve or cancel their housing
for the subsequent term. Specific dates will be communicated accordingly by the RUSM Housing
Department. All students MUST complete the RUSM Housing Application upon admission to RUSM and
update their application every term thereafter on the Housing Portal should they be residing with the
RUSM Residential Village.
Please refer to the Student Handbook to review the RUSM Housing policy.
Food and Dining
Campus Dining
There is a coffee shop and cafeteria location in the instructional campus. Additionally, Sky Mall is a short
walk from the instructional campus and has a food court with approximately 10 different dining options.
A Starbucks and Subway are also within close walking distance from the academic campus.
Grocery Shopping
Massy Supermarket is a grocery store in the Town Square at Coverley, where students can purchase
everything from packaged and canned goods to fresh produce, poultry, and more.
Restaurants
There are also a wide variety of dining options in Barbados, including Chinese, American cuisine, Italian,
Indian, and local Caribbean fare.
Culture, Climate and Dress
From white sand beaches to colonial style buildings in Bridgetown, Barbados is full of natural and man-
made attractions. The name Barbados is derived from the Bearded Fig Trees once abundant on the
island. Settled by the English in 1620s and gaining independence in 1966.
Barbados offers a distinct culture deeply rooted in a mixture of English, Scottish, Irish, and African
heritages. Virtually everyone on the island speaks English and the cultural mix is most evident in the
traditional music of the tuk band, a combination of Scottish fife and African drum and their creole
inspired cuisine.
Barbados is 24 miles long and 14 miles wide and completely surrounded by the Atlantic Ocean. It’s the
only coral island with gorgeous, all white sand beaches. Barbados also offers its own seven natural
wonders to explore. The average daily temperature is about 80˚F with cooling, coastal North-East trade-
winds from the Atlantic Ocean.
Because of the warm climate, light cotton clothing is recommended. Casual clothes, such as shorts and
sandals, are acceptable on campus. Appropriate, modest attire is expected at social events. Professional
dress is required for participation in ceremonies such as the White Coat Ceremony and the clinical
components of the curriculum.
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Recreation
Barbados known for its pristine beaches, turquoise bays, coastal views and natural wonders such as
Harrison's cave. Whether you enjoy long walks on the beach or exploring historical heritage sites
Barbados has something for you.
Here are a few examples:
• Diving & Snorkeling
• Hiking
• Cave Tours
• Botanical Gardens
• Coastal Sightseeing
Intramural sports, sponsored by RUSM Student Government Association, are a great way to unwind
from the challenging medical school curriculum. We offer leagues in:
• Basketball
• Flag Football
• Soccer
• Tennis
• Road Tennis
RUSM students looking to take a break from their studies can take advantage of the local gym, Club
Fitness, which features elliptical machines, treadmills, bikes, spin bikes, a squat rack and full dumbbell
set with adjustable benches, and more. Students can also join small group fitness classes at the gym at
an extra cost. The student gym membership includes access and use of all equipment.
Students can also participate in student-led fitness classes like yoga, boot camp, and a running club.
Local Travel
Shuttle services are provided between RUSM Villages at Coverley and the teaching campus. However,
students have the options to purchase/lease cars. Parking is available at both the residential and campus
locations.
Currency
Barbados uses the Barbadian dollar (BBD). The exchange rate hovers around 2.00 BBD dollars to one US
dollar (USD). Most business establishments readily accept US currency, but sometimes the exchange
rate is lower than the official rate.
Health and Wellness
The Villages at Coverley include a Health Clinic available to students and their families. This clinic
provides coverage for a wide range of emergencies including trauma. The facility includes laboratory and
radiology services at the health clinic, as well as access to CT and MRI within its network. There is also an
onsite pharmacy. Coverley Medical Centre accepts Aetna Student Health Insurance.
The RUSM Wellness and Counseling Center is also located in the Villages at Coverley on the Barbados
campus. The center is dedicated to the health and well-being of the RUSM community. Services are free,
strictly confidential and offered to Semester 1-5 students. Staff are available to address personal,
academic and/or mental health concerns.
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Campus Life:
Student Body: The student body of RUSM is multiethnic and multinational. Students are primarily US
residents, but many have ethnic origins in, or are citizens of, other countries.
This diversity and the intrinsic experience of studying in a foreign country provide students with an
opportunity for broadening their understanding of other cultures and outlooks.
The Office of Campus Life provides students with opportunities to participate in intramural sports and
student clubs and organizations, while also offering activities and trips for students to explore Barbados
culture and connect with the RUSM and Bajan community.
Student Government Association: The student body elects class representatives and officers for the
Student Government Association (SGA) each semester and for the Clinical Student Government
Association (CSGA).
Student Government Association (Medical Sciences)
The student body elects class representatives and officers for the SGA each semester. The SGA is active
in coordinating athletic events, supporting student philanthropic efforts, managing various student
interest clubs, sponsoring and arranging social activities on campus, and bringing student concerns to
the attention of the administration.
SGA Officer Qualifications
To qualify to serve in an SGA leadership position, a student must be full-time and in good academic
standing (as defined in this Student Handbook). Students who are officers in the SGA are considered
leaders and role models for the student body. As such, they must meet the academic and professional
standards set by the SGA constitution and approved by the Associate Dean of Student Affairs prior to
being elected or appointed.
Advisors and Funding
Members of the Office of Student Affairs act as advisors to the SGA. Students are required to pay a fee
(assessed with their tuition) to support the efforts of the SGA. In addition, all late registration fees and
library fines go entirely to the SGA.
Clinical Student Government Association (CSGA)
CSGA will represent students in semesters 6-10 and will serve as a liaison between the Administration,
Faculty and clinical student body of RUSM. CSGA will also maintain a sense of connectivity between the
student body throughout clinical sciences semesters.
CSGA Senator and Representative Qualifications
To qualify to serve in a CSGA position, a student must be full-time and in good academic standing (as
defined in this Student Handbook). Students who are officers in the CSGA are considered leaders and
role models for the student body. As such, they must maintain a cGPA above 2.6 prior to election and
have no disciplinary action on record. A CSGA officer who does not meet these criteria will be asked to
resign, and another student will be appointed or elected to serve.
62
Advisors and Funding
Members of the Office of Student Affairs act as advisors to the CSGA. For student inquiries regarding
CSGA, contact ClinicalSGA@RossU.edu. Students are required to pay a fee (assessed with their tuition)
to support the efforts of the CSGA.
White Coat Ceremony:
At the beginning of each term, new students are welcomed as members of the medical profession
during the White Coat Ceremony. This ceremony marks a student’s entrance into RUSM and the medical
profession. As an enduring symbol of a medical career, the white coat and the ceremony are intended to
reinforce the concepts of professionalism and ethics in medical practice as well as the doctor–patient
relationship.
The ceremony involves a formal presentation of white coats, traditionally worn by Doctor of Medicine,
to first semester students. The keynote speakers at the ceremony are respected members of the
profession.
Student Groups:
Clubs and organizations within the SGA include, but are not limited to, the following:
American Medical Student Association (AMSA)
American Medical Women’s Association (AMWA)
Anesthesiology Student Association
Asian Student Association
Association of Women Surgeons
Black Female Doctors
Black Male Doctors
Dermatology Interest Group
Endocrinology Interest Group
Haitian Student Association
Family Medicine Student Interest Group
Jewish Students Association
Latino Medical Student Association
Muslim Students Association
Nephrology Interest Group
OBGYN Student Interest Group
Organization of African Students
Pediatric Student Interest Group
Phi Delta Epsilon (Epsilon Beta Chapter)
Ross Academic Research Society
Ross Catholic Student Association
Ross Christian Fellowship
Ross Emergency Medicine Interest Group
Ross Emergency Medical Services Interest Group
Ross Hiking Club
Ross Internal Medicine Interest Group
Ross Orthodox Christian Club
Ross Pawsitivity
63
Ross Psychiatry Interest Group
Ross Spouse's Organization
Rossie Review
RUSM Cardiology Association
RUSM Gastroenterology Interest Group
RUSM LGBTQ+ Doctor’s Association
RUSM MMA
RUSM Pathology Interest Group
RUSM Radiology Interest Group
RUSM Scuba Club
RUSM Sports Medicine Interest Group
RUSM Women’s Health Interest Group
Salybia Mission Project
Student National Medical Association
Surgery Interest Group
A Club Fair is held during the first two weeks of classes for new students to see what student groups are
available. There are also opportunities for students to create new groups.
Alumni Relations: RUSM is committed to building a strong and vibrant alumni program that includes
regional programs, community/social impact initiatives and outreach programs focused on connecting
our alumni to their peers, their alma mater and most importantly, to current students. RUSM alumni
play an important role in the future success of the institution through their active participation in
assisting student enrollment, on-campus programs and serving as an invaluable resource throughout the
clinical years.
64
SCHOOL OF MEDICINE ADMINISTRATION
Office of the Dean
Heidi Chumley, MD, MBA
Dean
Ken Feldman, PhD, EdD, FACHE
Senior Associate Dean, Academic and Student Affairs
Jean G. Ford, MD
Senior Associate Dean, Campus
Robert Gee, EdD
Assistant Dean, Student Affairs
Bryan Hayse, EdD
Associate Dean, Student Affairs
Sandra Herrin
University Registrar
Rhonda McIntyre, MBBS. FAAP, FRCP(C)
Senior Associate Dean, External Affairs
Pranaya Mishra, PhD
Associate Dean, Curriculum
Seeth Vivek, MD
Associate Dean, Clinical Sciences
Nathalie Watty Brouwer, MPM
Director, Accreditation
65
ACADEMY FOR TEACHING AND LEARNING
Sean Gnecco, MD
Associate Professor
Assistant Dean, Academy for Teaching and Learning (ATL)
MD, Drexel University College of Medicine
Anique Atherley, MBBS, MPH
Assistant Professor
MBBS, University of the West Indies
MPH, University of Liverpool UK
Maureen Hall, MD
Associate Professor
MD, St. George’s University School of Medicine, Grenada
Rachel Scott, MA
Instructor
MA, University of Manchester, UK
Carlista Tavernier-Durand, MD
Director
MD, American University of Antigua College of Medicine
66
CURRICULUM – MEDICAL EDUCATION
Pranaya Mishra, PhD
Associate Dean, Curriculum
Professor
PhD, Danish University of Pharmaceutical Sciences
Paul Abney, PhD, LPC, NCC
Senior Director, Academic Examinations and Scheduling
PhD, University of North Texas
MEd, University of North Texas
AAS, Eastfield College
Jolyne Drummelsmith, PhD
Professor
Director, Curriculum
PhD, University of Guelph
Claire Joseph, MBA, MHRM, CFD
Manager, Curricular and Administrative Affairs
67
MEDICAL SCIENCES FACULTY
Medical Foundations Faculty
Sheila Nunn, PhD
Chair, Medical Foundations
PhD, The Queen’s University of Belfast (Anatomy)
BSc, University of Newcastle-Upon Tyne (Hons) Microbiology
University of Leeds Certificate in Learning and Teaching in Higher Education
Raymond F. Adebiyi, PhD, MSc
Professor
PhD, University of Ibadan, Nigeria
Sabrina Belle, MBBS
Instructor
MBBS, University of the West Indies
Marc Bergeron, PhD, MSc
Professor
PhD, Laval University, Canada
Robstein Chidavaenzi, PhD
Assistant Professor
PhD, University Illinois at Chicago College of Medicine
MPhil, University of Zimbabwe College of Health Sciences
Jennifer Connolly, PhD
Associate Professor
PhD, Reproductive Physiology, NUI Galway
BSc, Biomedical Science, NUI Galway
Zahi Damuni, PhD
Professor
PhD, University of Dundee
Stephanie Date, MBBS
Instructor
MBBS, University of the West Indies
Jolyne Drummelsmith, PhD
Professor
PhD, University of Guelph
68
Thomas Ferrari, PhD
Associate Professor
PhD, University of Texas
Jose Gomez, MBBS
Instructor
MBBS, Universidad de Ciencias Medicas, Santiago de Cuba
Todd Gundrum, PharmD
Assistant Professor
PharmD, University of Toledo
Oleksii Hilebov, PhD
Associate Professor
PhD, Lugansk State Medical University
Niels Larsen, PhD, MSc
Professor
PhD, Aarhus University
MSc, Odense University
Anthony Lyons
Associate Professor
Natalie Mayers-Aymes, PharmD
Assistant Professor
PharmD, Nova Southeastern University
Abdul Amir Mhawi
Professor
Pranaya Mishra, PhD
Associate Dean, Curriculum
Professor
PhD, Danish University of Pharmaceutical Sciences
Herman Reid, MD, DVM, MSc
Professor
MD, American International School of Medicine – Guyana
DVM, Tuskegee University
MSc, University of London
Sean Reid, PhD
Associate Professor
PhD, Pennsylvania State University, Pennsylvania
69
Ranjan Solanki, MBBS
Associate Professor
MBBS, G.S.V.M. Medical College, C.S.J.M. University, Kanpur, India
Leah Taylor
Instructor
Michael M. Yakubovskyy, MD, PhD
Professor
PhD, Leningrad Medical Postgraduate Institute
MD, Vinnitsa National Medical University, Ukraine
Clinical Foundations Faculty
Hedda Dyer, MB CHB (ED), MRCS (Ed), MBA
Chair, Clinical Foundations
Professor
MB CHB (ED), MRCS (Ed), University of Edinburgh, UK
Liris Benjamin, MBBS, MD, PhD, MPH
Professor
MBBS, University of Guyana
PhD, University of the West Indies
MPH, University of the West Indies
Rakesh Calton, MBBS
Professor
MBBS, Christian Medical College and Brown Memorial Hospital, Punjab, India
Charla Corbin, MBBS
Instructor
MBBS, University of the West Indies
Karie Gaska, PhD, MSW
Assistant Professor
PhD, Georgia State University
MSW, Howard University
Shanae Gill, MBBS
Assistant Professor
MBBS, University of West Indies
70
Tetiana Hliebova, MD
Assistant Professor
MD, Lugansk State Medical University
Shiva Maharaj, MB BCh
Assistant Professor
MB BCh, Trinity College Dublin School of Medicine
Sanghita Mallik, MBBS, BSc
Assistant Professor
MBBS, Maiduguri University
BSc, Calcutta University
Mallet Marie, MBBS
Assistant Professor
MBBS, University of Guyana Medical School
Snehal Mehta, MBBS
Assistant Professor
MBBS, Government Medical College and the M.S. University of Baroda, India
Hilary Moore, MBBS
Assistant Professor
MBBS, University of West Indies
Adora Otiji
Assistant Professor
71
Clinical Sciences Administration
Seeth Vivek, MD
Associate Dean, Clinical Sciences
Clinical Chair, Psychiatry
Robert Dean, MD
Clinical Chair, Obstetrics and Gynecology
Enrique S. Fernandez, MD, MSEd, FAAFP
Clinical Chair, Family Medicine
Romeen Lavani, MD, MBBS, FAAP
Clinical Chair, Pediatrics
Erine Raybon-Rojas, MD
Clinical Chair, Internal Medicine
Marek Rudnicki, MD, PhD
Clinical Chair, Surgery
72
EXECUTIVE ADMINISTRATION
Board of Trustees
Susan Groenwald, PhD, RN, ANEF, FAAN (Chair)
President Emeritus
Chamberlain University
Oliver Brooks, MD
Chief Medical Officer
Watts Healthcare Corporation
Mary Guerra, DVM
Regional Vice President
Banfield Pet Hospital
Glen F. Hoffsis, DVM, MS, DACVIM
Formerly Dean and Special Assistant to the President
Lincoln Memorial University College of Veterinary Medicine
John B. Payne, MBA
President and CEO
Compassion-First Pet Hospitals
Amy E. Pollack, MD, FACOG, FACPM
VP Corporate Medical Safety of the Strategic Scientific Operations
Medtronic
Selwyn O. Rogers, Jr., MD, MPH, FACS
Professor of Surgery; Executive Vice President, Community Health Engagement; Founding Director,
Trauma Center; Chief, Section of Trauma and Acute Care Surgery
University of Chicago Medicine
Sharon Thomas Parrott
Retired Senior Vice President
External Relations and Global Responsibility
Adtalem Global Education (formerly DeVry Education Group)
Founding President, The DeVry Foundation
73
74
RUSM Academic Catalog Addendum – effective September 1, 2024
This is an addendum to the RUSM 2023-2024 edition of the Ross University School of Medicine
Academic Catalog, and the policies outlined in this addendum supersedes previous editions.
Tuition and Fees
All tuition and fees are listed in United States currency. Amounts are subject to change and additional
fees may be charged for special features and/or services.
Application Fee
VISA Fee (Barbados): First-semester students and students requiring a visa renewal will be charged a
non-refundable visa processing fee of $190. This fee goes directly to the government of Barbados to
cover the cost of your student visa while you are in Barbados.
Medical Sciences & Clinical Sciences - 2024-2025 Schedule of Tuition & Fees
Eecve September 2024
(subject to change without noce)
Foundaons of Medicine
(FOM)*
Clinical Clerkships**
Tuion per semester
(Flat Rate: 8-21 credits)
$24,215
$28,614
Administrave Fee***
$6,118
$3,565
Educaonal Technology Fee****
$810
‐
Health Insurance Fee per semester
Price includes an administraon charge.
$1,502
$1,502
Subject to change without notice.
• Students registered for 8 credits/weeks will be considered full-time students and will be eligible
for financial aid based on their individual credits.
• Students registered for 4 to 7 credits/weeks will be considered half time students and will be
eligible for financial aid based on their credits/weeks.
• Students registered for 3 clinical credits/weeks or less per semester will be charged based on
credits/weeks and considered less than half time.
*All Ignite cohort Students are in the regular track program and take 5 semesters of Foundations of Medicine and 6 semesters
of clinical clerkships for a total of 11 semesters. **The rates represented above represent a full-time, 15 week/credit schedule
each semester. Tuition will be prorated per clinical at a rate of $1,907.60 per credit/week and the Administrative Fee at
75
$237.67 per credit/week. Health Insurance is billed on a periodic basis in September, January, and May regardless of schedule
and is not subject to proration.
***A $60 Student Government Association (SGA) Fee is included for FOM and a $25 SGA Fee is included for Clinical Clerkships.
****The Educational Technology Fee is a mandatory, one-time fee assessed for Semester 1 and is for RUSM iPad Technology
Fee.
Please see the Student Handbook for tuition and refund policies. Students must pay for all courses
taken.
By the act of registration, class attendance, or participation in other activities associated with
enrollment at RUSM, the student accepts financial responsibility for charges assessed to his/her student
account. Charges include those for tuition, mandatory fees, clinical charges and penalties (such as late
payment fees and fees associated with the cost of collection in the event of a delinquency, among
others as outlined above This financial responsibility is not relieved until payment has been made for
any and all charges incurred.
Enrollment Status
Credit hours
Full-time*
Eight (8) or more credit hours each term
Half-time
Four (4) to seven (7) credit hours each term
Less than half-time
Less than four (4) credit hours
76
RUSM Academic Catalog Addendum – effective May 1, 2024
This is an addendum to the RUSM 2023-2024 edition of the Ross University School of Medicine
Academic Catalog, and the policies outlined in this addendum supersedes previous editions.
Complaint Process Disclosure
Federal Program Integrity rules issued by the U.S. Department of Education require institutions to
provide to students or prospective students contact information needed to file a complaint with its
accrediting agency and with relevant state agencies. This list includes contact information for all 50
states, the District of Columbia, and Puerto Rico. It should not be construed as informative of what
agencies regulate Ross University School of Medicine or in what states the institution is licensed or
required to be licensed.
For more information, please visit: https://medical.rossu.edu/student-consumer-information
Contact Information for Student Complaint Processes*
ALABAMA
Alabama Community College System Private School Licensing Division
P.O. Box 302130 Montgomery, AL 36130-2130
Phone: 334.293.4500
https://www.accs.edu/about-accs/private-school-licensure/complaints/
ALASKA
Alaska Commission on Postsecondary Education
P.O. Box 110505
Juneau, AK 99811
[email protected]ov
https://acpesecure.alaska.gov/
Alaska Office of Attorney General Consumer Protection Unit
1031 W. Fourth Avenue, Suite 200
Anchorage, AK 99501
Phone: Anchorage: 907-269-5100
Email: attorney.general@alaska.gov
http://www.law.alaska.gov/department/civil/consumer/cpindex.html
77
ARIZONA
Arizona State Board for Private Postsecondary Education
1740 W. Adams Street, #3008
Phoenix, AZ 85007
Phone: 602-542-5709
www.azppse.gov
https://ppse.az.gov/complaint
ARKANSAS
Arkansas Division of Higher Education
Division of Academic Affairs
423 Main Street, Suite 400
Little Rock, AR 72201
Phone: 501-371-2000
[email protected]
https://www.adhe.edu/institutions/academic-affairs/institutional-certification-advisory-
committee/grievance-form
Arkansas State Board of Private Career Education
423 Main Street
Little Rock, AR 72201
Phone: 501-371-2000
dhe.private.career[email protected]
https://www.adhe.edu/private-career-education/students/
CALIFORNIA
California Bureau of Private Postsecondary Education
1747 North Market Blvd., Suite 225
Sacramento, CA 95834
Phone: (916) 574-8900 or (888) 370-7589
FAX: (916) 263-1897
bppe.enforcemen[email protected]
http://www.bppe.ca.gov
COLORADO
Colorado Department of Higher Education & Private Occupational Schools
1600 Broadway, Suite 2200
Denver, CO 80202
Phone: 303-862-3001
Fax: 303-996-1329
https://highered.colorado.gov/filing-student-complaint-concerning-private-non-public-institution
CONNECTICUT
Office of Higher Education
450 Columbus Boulevard, Suite 707
Hartford, CT 06103-1841
78
Phone: 860-947-1800
http://www.ctohe.org/StudentComplaints.shtml
Department of Consumer Protection
450 Columbus Boulevard, Suite 901
Hartford, Connecticut 06103-1840
Phone: 860-713-6100
Consumer Complaint Hotline: 800-842-2649
Email: dcp.complaints@ct.gov
http://ct.gov/dcp/cwp/view.asp?a=4302&q=506512
DELAWARE
Delaware Higher Education Office
Townsend Building
401 Federal Street, Suite 2
Dover, DE 19901
Phone: 302-735-4120
Toll Free: 800-292-7935
[email protected]
https://www.doe.k12.de.us/Page/2911
Delaware Department of Justice
Consumer Protection Unit
Carvel State Office Bldg.
820 N. French Street, 5th Floor
Wilmington, DE 19801
Phone: 302-577-8600 or (800) 220-5424
Email: consumer.protection@delaware.gov
http://attorneygeneral.delaware.gov/fraud/cpu/complaint/
DISTRICT OF COLUMBIA
Office of the State Superintendent of Education
Higher Education Licensure Commission
1050 First St. NE, Fifth Floor Washington, DC 20002
Phone: (202) 727-6436
Email: [email protected]ov
http://osse.dc.gov/service/higher-education-licensure-commission-helc-public-complaints
Government of the District of Columbia
Office of the Attorney General
400 6th Street, NW
Washington, DC 20001
Phone: (202) 727-3400
Fax: (202) 347-8922
79
OAG Consumer Protection Hotline: (202) 442-9828
consumer.protection@dc.gov
http://oag.dc.gov/service/submit-consumer-complaint
FLORIDA
Florida Department of Education
Commission for Independent Education
325 W. Gaines Street, Suite 1414
Tallahassee, FL 32399-0400
Email: cieinfo@fldoe.org
Commissioner@fldoe.org
Fax: 850-245-3238
http://www.fldoe.org/policy/cie/file-a-complaint.stml
GEORGIA
State of Georgia
Nonpublic Postsecondary Education Commission
2082 East Exchange Place Suite 220
Tucker, GA 30084-5305
Phone: 770-414-3300
https://gnpec.georgia.gov/student-resources/complaints-against-institution
HAWAII
State of Hawaii Office of Consumer Protection
Department of Commerce and Consumer Affairs
Leiopapa A Kamehameha Building
235 South Beretania Street, Suite 801
Honolulu, Hawaii 96813
Phone: 586-2630
Fax: 586-2640
Email: [email protected].gov
www.hawaii.gov/dcca/ocp
http://cca.hawaii.gov/ocp/consumer-complaint/
Hawaii Post-Secondary Education Authorization Program
Phone: 808-586-7327
http://cca.hawaii.gov/hpeap/student-complaint-process/
IDAHO
Idaho State Board of Education
650 West State Street, 3rd Floor
Boise, ID 83720
Phone: 208-334-2270
Fax: 208-334-2632
Email: [email protected]aho.gov
http://www.boardofed.idaho.gov
80
https://boardofed.idaho.gov/higher-education-private/private-colleges-degree-granting/student-
complaint-procedures/
ILLINOIS
Illinois Board of Higher Education
1 N. Old State Capitol Plaza, Suite 333
Springfield, IL 62701-1377
Email: info@ibhe.org
Institutional Complaint Hotline: 217-557-7359
http://complaints.ibhe.org/
Link to the Online Complaint System: http://complaints.ibhe.org/
Illinois State Board of Education
100 N. 1st Street
Springfield, Illinois 62777
https://www.isbe.net/
Illinois Attorney General
Consumer Fraud Bureau
500 South Second Street
Springfield, IL 62701
Phone: 217-782-1090
Toll Free: 800-243-0618 (Toll free in IL)
http://www.illinoisattorneygeneral.gov/consumers/conscomp.pdf
https://ccformsubmission.ilattorneygeneral.net/
Consumer Fraud Hotlines:
Chicago: 800-386-5438
Springfield: 800-243-0618
Carbondale: 800-243-0607
INDIANA
Indiana Commission for Higher Education
Attn: Complaints
101 West Ohio Street, Suite 330
Indianapolis, IN 46204-1984
Email: complaint[email protected]ov
http://www.in.gov/che/2744.htm
IOWA
Iowa College Student Aid Commission
475 SW 5th St., Suite D
Des Moines IA 50309
Phone: 877- 272-4456
https://www.iowacollegeaid.gov/StudentComplaintForm
81
KANSAS
Kansas Board of Regents
1000 SW Jackson Street, Suite 520
Topeka, KS 66612-1368
Phone: 785-430-4240
http://www.kansasregents.org/academic_affairs/private_out_of_state/complaint_process
KENTUCKY
Kentucky Council on Postsecondary Education
100 Airport Road, Third Floor
Frankfort, KY 40601
Phone: 502-573-1555
Email: cpeconsumercomplain[email protected]
http://cpe.ky.gov/campuses/consumer_complaint.html
Kentucky Commission on Proprietary Education
300 Sower Boulevard
Frankfort, KY 40601
Phone: 502-564-4185
http://kcpe.ky.gov
http://kcpe.ky.gov/forms/FormtoFileaComplaint.pdf
LOUISIANA
Louisiana Board of Regents
1201 North 3rd St, Suite 6-200
Baton Rouge, LA 70802
P: 225-342-4253
https://regents.la.gov/students-parents/student-complaint-process/
MAINE
Maine Department of Education
23 State House Station
Augusta, ME 04333-0023
Phone: 207-624-6600
Fax: 207-624-6700
http://www.maine.gov/doe/index.html
Office of the Maine Attorney General
Attorney General's Consumer Information and Mediation Service
6 State House Station
Augusta, ME 04333
Phone: 207-626-8800
http://www.maine.gov/ag/consumer/complaints/complaint_form.shtml
82
MARYLAND
Maryland Office of the Attorney General
Consumer Protection Division
200 St. Paul Place
Baltimore, MD 21202
Phone: 410-528-8662
Toll Free: 888-743-0023
http://www.oag.state.md.us/Consumer/complaint.htm
MASSACHUSETTS
Massachusetts Department of Higher Education
One Ashburton Place Room 1401
Boston, MA 02108
Phone: 617-944-6950
http://www.mass.edu/forstufam/complaints/complaints.asp
MICHIGAN
State of Michigan
Department of Labor and Economic Opportunity Employment & Training, Post-Secondary Schools
P.O. Box 30726
Lansing, MI 48907
Phone: 517-335-4000
http://www.michigan.gov/pss
MINNESOTA
Minnesota Office of Higher Education
450 Energy Park Drive, Suite 350
St. Paul, MN 55108
Phone: 651-642-0567
Toll Free: 800-657-3866
Email: info.ohe@state.mn.us
http://www.ohe.state.mn.us/mPg.cfm?pageID=1078
MISSISSIPPI
Mississippi Commission on College Accreditation
3825 Ridgewood Road
Jackson, MS 39211
Phone: 601-432-6198
www.mississippi.edu/mcca/
http://www.mississippi.edu/mcca/student_complaint_process.asp
Office of the Attorney General
State of Mississippi
550 High Street
Jackson MS 39201
Phone: 601-359-3680
83
https://www.ago.state.ms.us/contact/
https://www.ago.state.ms.us/divisions/consumer- protection/consumer-complaint-form/
MISSOURI
Missouri Department of Higher Education
301 W. High Street
P.O. Box 1469
Jefferson City, MO 65102-1469
P: 573-751-2361 Fax: (573) 751-6635
Email: [email protected]o.gov
https://dhewd.mo.gov/contactus.php
MONTANA
Montana University System
Office of the Commissioner of Higher Education
560 N. Park Ave.
P.O. Box 203201
Helena, MT 59620-3201
Phone: 406-449-9124
https://www.mus.edu/MUS-Statement-of-Complaint-Process.html
Montana Department of Justice
Office of Consumer Protection
P.O. Box 200151
Helena, MT 59620-0151
Phone: 406-444-4500
Toll Free: 800-481-6896
https://dojmt.gov/consumer/consumer-complaints/
NEBRASKA
Nebraska’s Coordinating Commission for Postsecondary Education
P.O. Box 95005
Lincoln, NE 68509-5005
Phone: 402-471-4825
https://ccpe.nebraska.gov/student-complaints-against-postsecondary-institutions
Office of the Attorney General
2115 State Capitol
Lincoln, NE 68509
Toll Free: 800-727-6432
Toll Free En Espanol: 888-850-7555
Email: ago.consu[email protected]v
https://protectthegoodlife.nebraska.gov/
Nebraska Department of Education
Street Address (FedEx, UPS, and in-person contact):
84
500 S. 84th St., 2nd Floor
Lincoln, NE 68510-2611
Correspondence (USPS):
P.O. Box 94987
Lincoln, NE 68509-4987
Phone: 402-471-2295
Email: Nde.investigations@nebraska.gov https://www.education.ne.gov/
NEVADA
Nevada Commission on Postsecondary Education
2800 E. St. Louis
Las Vegas, Nevada 89104
Phone: 702-486-7330
http://cpe.nv.gov/Students/Students_Home/
NEW HAMPSHIRE
New Hampshire Department of Education
101 Pleasant Street
Concord, NH 03301-3852
Phone: 603-271-3494
https://my.doe.nh.gov/ESSWEB/HigherEducation/Complaint.aspx
NEW JERSEY
New Jersey Commission on Higher Education
Office of the Secretary of Higher Education
1 John Fitch Plaza, 10th Floor
PO Box 542
Trenton, NJ 08625-0542
Phone: 609-292-4310
http://www.state.nj.us/highereducation/
http://www.state.nj.us/highereducation/OSHEComplaintInstructions.shtml
New Jersey Division of Consumer Affairs
P.O. Box 45025
Newark, New Jersey 07101
973-504-6200
https://njconsumeraffairs.state.nj.us/file-a-complaint/
NEW MEXICO
New Mexico Higher Education Department
Private Postsecondary Schools Division
2044 Galisteo St., Suite 4
Santa Fe, NM 87505-2100
Phone: 505-476-8411
85
Email: HigherEd.Info@state.nm.us
https://hed.state.nm.us/students-parents/student-complaints
NEW YORK
New York State Education
Department Office of the Professions
89 Washington Avenue
Albany, NY 12234
Phone: 518-486-3633
E-mail: hedepco[email protected]
http://www.highered.nysed.gov/ocue/spr/COMPLAINTFORMINFO.html
New York State Education Department Bureau of Proprietary School Supervision
116 West 32nd Street, 5th Floor
New York, New York 10001
Phone: 212-643-4760
http://www.acces.nysed.gov/bpss/student-rights
New York State
Department of State
Division of Consumer Protection
Consumer Assistance Unit
99 Washington Avenue
Albany, New York 12231-0001
Phone: 518-474-8583
Toll Free: 800-697-1220
https://dos.ny.gov/file-consumer-complaint
NORTH CAROLINA
North Carolina Post-Secondary Education Complaints
910 Raleigh Road
Chapel Hill, NC 27514
(919) 962-4558
studentcomplaint@northcarolina.edu
If students are unable to resolve a complaint through the institution’s grievance procedures, they can
review the Student Complaint Policy (PDF) and submit their complaint using the online complaint form
at https://studentcomplaints.northcarolina.edu/form.
North Carolina Department of Justice
Consumer Protection Division
Phone: 919-716-6000
Toll Free: 877-566-7886
https://ncdoj.gov/file-a-complaint/
86
NORTH DAKOTA
North Dakota Department of Career and Technical Education
600 E. Boulevard Ave. Dept. 270
Bismarck, ND 58505-0610
Phone: 701.328.3180
E-mail: [email protected]ov
https://www.cte.nd.gov/sites/www/files/documents/PrivatePS/NDSBCTE_Student_Complaint_Procedur
e.pdf
OHIO
Ohio State Board of Career Colleges and Schools
30 East Broad Street, Suite 2481
Columbus, OH 43215
Phone: 614-466-2752
Fax: 614-466-2219
Toll Free: 877-275-4219
E-mail: [email protected]te.oh.us
Website: http://scr.ohio.gov/
https://scr.ohio.gov/ConsumerInformation/FilingaComplaint.aspx
Ohio Department of Higher Education
25 South Front Street
Columbus, OH 43215
Tel: (614) 466-6000
https://www.ohiohighered.org/students/complaints
Ohio Attorney General Consumer Protection Section
30 E. Broad St., 14th Floor
Columbus, OH 43215
800-282-0515
http://www.ohioattorneygeneral.gov/
OKLAHOMA
Oklahoma State Regents for Higher Education
655 Research Parkway, Suite 200
Oklahoma City, OK 73104
Phone: 405.225.9100
http://www.okhighered.org/current-college-students/complaints.shtml
Oklahoma Board of Private Vocational Schools
3700 N. Classen Boulevard, Suite 250
Oklahoma City, OK 73118
Phone: 405-528-3370
http://obpvs.ok.gov/students
87
OREGON
Higher Education Coordinating Commission
3225 25th Street SE
Salem, OR 97302
Email: complaint[email protected]ov
https://www.oregon.gov/highered/about/Pages/complaints.aspx
Oregon Department of Justice
Consumer Protection Toll-Free: 1-877-877-9392
Email: help@oregonconsumer.gov
https://justice.oregon.gov/consumercomplaints/OnlineComplaints/OnlineComplaintForm/en
PENNSYLVANIA
Pennsylvania Department of Education – Postsecondary and Adult Education
333 Market Street, 12th floor
Harrisburg, PA 17126
Phone: 717-783-8228
Email: RA-HigherEducation@pa.gov
https://www.education.pa.gov/Postsecondary-Adult/CollegeCareer/Pages/Students-Complaints.aspx
Pennsylvania Office of Attorney General
16th Floor, Strawberry Square
Harrisburg, PA 17120
Phone:717-787-3391
Toll Free: 800-441-2555
https://www.attorneygeneral.gov/Quick_Links/Pennsylvania_Attorney_General_Complaint_Forms/
PUERTO RICO
Puerto Rico Council on Education
P.O. Box 199000
San Juan, PR 00910-1900
Phone: 787-722-2121
http://www.agencias.pr.gov/agencias/cepr/inicio/Pages/default.aspx
http://www.agencias.pr.gov/agencias/cepr/inicio/DocumentosCEPR/Documents/SARA/SARA_Complaint
_P rocess.pdf
Puerto Rico Department of Justice
Apartado 9020192
San Juan, PR 00902-0192
Phone: 787-721-2900
http://www.justicia.pr.gov/
RHODE ISLAND
Rhode Island Office of the Postsecondary Commissioner
560 Jefferson Boulevard, Suite 200
Warwick, RI 02886
88
Phone: 401-736-1100
https://www.riopc.edu/page/student_complaint/
Rhode Island Department of Attorney General
Consumer Protection Unit
150 South Main Street
Providence, RI 02903
Phone: 401-274-4400
Email: consumers@riag.ri.gov
http://www.riag.ri.gov/ConsumerProtection/About.php
SOUTH CAROLINA
South Carolina Commission on Higher Education
1122 Lady Street, Suite 400
Columbia, SC 29201
Phone: 803-737-2260
https://www.che.sc.gov/
https://www.che.sc.gov/Students,FamiliesMilitary/LearningAboutCollege/ConsumerInformation.aspx
SOUTH DAKOTA
South Dakota Boards of Regents
306 E. Capitol Ave., Suite 200
Pierre, SD 57501
Phone: 605-773-3455
Email: info@sdbor.edu
https://www.sdbor.edu/Pages/default.aspx
https://www.sdbor.edu/administrative-offices/academics/SD-
SARA/Documents/Complaint%20Form%20-%20SD-SARA.pdf
South Dakota Office of Attorney General
Division of Consumer Protection
1302 E Hwy 14, Suite 3
Pierre, SD 57501
Phone: 605-773-4400
Toll Free: 800-300-1986 (In State)
http://consumer.sd.gov/complaintform.aspx
TENNESSEE
Tennessee Higher Education Commission
312 Rosa Parks Ave., 9th Floor
Nashville, TN 37243
Phone: 615-741-3605
https://www.tn.gov/thec/
https://www.tn.gov/thec/for-students-and-families/transcript-requests-and-institution-complaints.html
89
TEXAS
Texas Workforce Commission
Career Schools and Colleges
101 East 15th Street, Room 226-T
Austin, Texas 78778-0001
Toll Free: 800-628-5115
Email: career.sch[email protected]x.us
http://www.twc.state.tx.us/svcs/propschools/ps401a.pdf
Texas Higher Education Coordinating Board
Office of General Counsel
P.O. Box 12788,
Austin, TX 78711-2788
Email: StudentComplaints@highered.texas.gov
https://www.highered.texas.gov/links/student-complaints/
Office of Attorney General
Consumer Protection Division
P.O. Box 12548
Austin, TX 78711-2548
https://www.texasattorneygeneral.gov/cpd/file-a-consumer-complaint
UTAH
Utah Department of Commerce
Division of Consumer Protection
160 East 300 South
Salt Lake City, Utah 84111
Phone: 801-530-6601
Toll Free: 800-721-7233
Email: consumerprotection@utah.gov
https://dcp.utah.gov/complaints.html?f=c
VERMONT
Vermont Agency of Education
1 National Life Drive, Davis 5
Montpelier, VT 05620-2501
Phone: 802-828-1130
Email: aoe.edinfo@vermont.gov
https://education.vermont.gov/documents/postsecondary-program- complaint-resolution
Vermont Attorney General’s Office
109 State Street
Montpelier, VT 05609
Phone: 802-828-3171
Toll Fee: 800-649-2424
Email: AGO.CAP@vermont.gov
90
https://ago.vermont.gov/cap/consumer-complaint/
VIRGINIA
State Council of Higher Education for Virginia
101 N. 14th St., 10th Floor
James Monroe Building
Richmond, VA 23219
Phone: 804-225-2600
Email: communicati[email protected]
http://www.schev.edu/index/students-and-parents/resources/student-complaints
WASHINGTON
Washington Student Achievement Council
917 Lakeridge Way SW
Olympia, WA 98502
Phone: 360-753-7800
Email: info@wsac.wa.gov
https://wsac.wa.gov/protecting-education-consumers
Washington Workforce Training and Education Coordinating Board
128 10th Avenue SW 6th Floor
Olympia, WA 98501
Phone: 360-709-4600
Email: workforc[email protected]
https://www.wtb.wa.gov/private-career-schools/school-complaints/
Washington State
Office of the Attorney General
1125 Washington Street SE
P.O. Box 40100
Olympia, WA 98504
Phone: 360-753-6200
https://fortress.wa.gov/atg/formhandler/ago/ContactForm.aspx?subject=Consumer%20Protection
(contact form)
https://fortress.wa.gov/atg/formhandler/ago/ComplaintForm.aspx (general consumer complaint form)
WEST VIRGINIA
West Virginia Higher Education Policy Commission
1018 Kanawha Blvd., East, Suite 700
Charleston, WV 25301
Phone: 304-558-2101
https://www.wvhepc.edu/wp-content/uploads/2019/07/Student-Complaint-Process.pdf
West Virginia Office of the Attorney General Consumer Protection Division
P.O. Box 1789
Charleston, WV 25326-1789
91
Phone: 304-558-8986
Consumer Protection Hotline: 800-368-8808
Email: consumer@wvago.gov
https://appengine.egov.com/apps/wv/ago/consumercomplaint
WISCONSIN
Wisconsin Department of Safety and Professional Services
Division of Legal Services and Compliance
P.O. Box 7190
Madison, WI 53707-7190
Fax: (608) 266-2264
Email: dsps@wisconsin.gov
https://dsps.wi.gov/Pages/SelfService/FileAComplaint.aspx
WYOMING
Wyoming Department of Education
122 W. 25th St. Suite E200
Cheyenne, WY 82002
Phone: 307-777-7675
https://edu.wyoming.gov/beyond-the-classroom/school-programs/private-school-licensing/
Office of the Attorney General
Consumer Protection Unit
Kendrick Building
2320 Capitol Avenue
Cheyenne, WY 82002
https://ag.wyo.gov/law-office-division/consumer-protection-and-antitrust-unit/consumer-complaints
*This list includes contact information for all 50 states, the District of Columbia, and Puerto Rico and
should not be construed as informative of what agencies regulate the institution or in what states the
institution is licensed or required to be licensed. States, through the relevant agencies or Attorney
Generals Offices will accept complaints regardless of whether the institution is required to be licensed in
that state.
92
RUSM Academic Catalog Addendum – effective October 2, 2023 – December 31, 2023
This is an addendum to the RUSM 2023-2024 edition of the Ross University School of Medicine
Academic Catalog, and the policies outlined in this addendum supersedes previous editions.
Medical Sciences Elective
Clinical Reasoning Capstone (CRC) MCAP #5010 (11 credits)
The Clinical Reasoning Capstone is an immersive 11-week pre-clerkship elective designed to sharpen
clinical reasoning skills based on the Association of American Medical Colleges (AAMC) Physician
Competency Reference Set (PCRS). The course adopts an innovative approach by integrating a weekly
organ system-based curriculum with simulated patient care assessments. Through this dynamic blend of
theory and practice, students will develop advanced clinical reasoning abilities that are crucial for
competent and patient-centered medical practice. The course is taught on the Medical Sciences
Campus in Barbados that provides a structured environment to 1) identify knowledge gaps and
synthesize key USMLE Step 1 medical sciences content, 2) enhance clinical skills to improve readiness for
core rotations, and 3) begin a community medicine research project that can be included in residency
application. The CRC course is an elective and does not count towards the required 154 program credit
hours.
93
RUSM Academic Catalog Addendum – effective January 1, 2024
This is an addendum to the RUSM 2023-2024 edition of the Ross University School of Medicine
Academic Catalog, and the policies outlined in this addendum supersedes previous editions.
Medical Sciences Elective
Clinical Reasoning Capstone (CRC) MCAP #5010 (11 credits)
The Clinical Reasoning Capstone is an immersive 15-week pre-clerkship elective designed to sharpen
clinical reasoning skills based on the Association of American Medical Colleges (AAMC) Physician
Competency Reference Set (PCRS). The course adopts an innovative approach by integrating a weekly
organ system-based curriculum with simulated patient care assessments. Through this dynamic blend of
theory and practice, students will develop advanced clinical reasoning abilities that are crucial for
competent and patient-centered medical practice. The course is taught on the Medical Sciences
Campus in Barbados that provides a structured environment to 1) identify knowledge gaps and
synthesize key USMLE Step 1 medical sciences content, 2) enhance clinical skills to improve readiness for
core rotations, and 3) begin a community medicine research project that can be included in residency
application. The CRC course is an elective and does not count towards the required 154 program credit
hours.