SOM Handbook

Faculty Code of Conduct

The UCR School of Medicine fully endorses and subscribes to the Code of Conduct for its faculty as set forth by the Academic Senate of the University of California.

Non-Curricular Clinical Experiences

The School of Medicine strongly supports our students’ desire to help patients who are medically underserved or uninsured.  However, medical students are not allowed to see patients or provide patient care, domestically or internationally, without an approved from UCRSOM Student Affairs, nor should they identify themselves as medical students in care settings not approved by UCRSOM, including wearing UCR SOM white coats. In order to partner with a clinic or other non-UCRSOM department requires an fully executived  affiliation agreement.  New relationships within the local community and communities abroad requires  UCRSOM Student Affairs to oversee the approval process.  These procedures are put in place to protect the future licensure and careers of SOM graduates, as well as to ensure the SOM is in compliance with academic and legal requirements set forth by the University of California and the California Licensing Board.

Occupational Exposure/Needle Stick Policy

• See policy 950-07-014 on the SOM Compliance website
• Occupational Health Exposure Form

Policy for Provision of Medical Treatment to SOM Students by SOM Faculty

• See policy 950-07-018 on the SOM Compliance website

UCR SOM faculty members may not academically evaluate students for whom they provide or have provided any medical care, including treatment for sensitive health issues (e.g., mental health, sexually transmitted diseases or any health issue the student defines as sensitive).

In cases where a UCR SOM faculty member has provided emergency, urgent, or stabilization care to a medical student under their supervision for whom they have an assessment role, care must be relinquished once the patient is stabilized, and faculty will no longer evaluate or assess that student in any academic manner.

Medical School Graduation Competencies

Introduction

The University of California, Riverside (UCR) School of Medicine is dedicated to educating and training students to be excellent physicians who will be thoroughly prepared to meet the medical needs of inland southern California and beyond. The school places particular emphasis on attracting and graduating future physicians who will provide care to underserved populations with an emphasis on addressing healthcare workforce gaps and health outcomes of the populations served.

UCR SOM is dedicated to enrolling students who exemplify academic excellence, and embody the passion, commitment and integrity to meet the highest standards in patient care and medical scholarship. UCR SOM students represent the diversity of California as a whole and our region in particular; they are recent college graduates and those changing careers, and they come from a wide variety of cultural, socioeconomic, and personal or professional backgrounds. They also have demonstrated capacity for volunteerism, altruism, and a genuine desire to help those in need.

A UCR SOM education provides a solid foundation in the fundamentals of basic and clinical science. The curriculum is structured to ensure that students acquire the knowledge, skills, and attributes essential to the practice of medicine. The clinical years are marked by an extensive "hands-on" experience in caring for patients. Thus, graduates are exceptionally well prepared to pursue further training. Additionally, students have opportunities to critically appraise gaps in the existing medical knowledge base and to engage in basic, clinical, translational or health services research to discover if their aptitudes and interests lie in these areas.

Patient Care

• Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
• Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
• Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
• Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
• Interpret laboratory data, imaging studies, and other tests required for the area of practice
• Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
• Develop and carry out patient management plans
• Counsel and educate patients and their families to empower them to participate in their care and enable shared decision making
• Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes
• Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health
• Provide appropriate role modeling
• Perform supervisory responsibilities commensurate with one's roles, abilities, and qualifications
• Other patient care

Knowledge for Practice

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
• Demonstrate an investigatory and analytic approach to clinical situations
• Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations
• Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
• Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
• Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care
• Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices
• Other knowledge for practice

Practice-Based Learning

• Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
• Identify strengths, deficiencies, and limits in one's knowledge and expertise
• Set learning and improvement goals
• Identify and perform learning activities that address one's gaps in knowledge, skills, and/or attitudes
• Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement
• Incorporate feedback into daily practice
• Locate, appraise, and assimilate evidence from scientific studies related to patients' health problems
• Use information technology to optimize learning
• Participate in the education of patients, families, students, trainees, peers and other health professionals
• Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
• Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes
• Other practice-based learning and improvement

Interpersonal and Communication Skills

• Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals
• Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
• Communicate effectively with colleagues within one's profession or specialty, other health professionals, and health related agencies (see also 7.3)
• Work effectively with others as a member or leader of a health care team or other professional group (see also 7.4)
• Act in a consultative role to other health professionals
• Maintain comprehensive, timely, and legible medical records
• Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
• Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions 
• Other interpersonal and communication skills

Professionalism

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
• Demonstrate compassion, integrity, and respect for others
• Demonstrate responsiveness to patient needs that supersedes self-interest
• Demonstrate respect for patient privacy and autonomy
• Demonstrate accountability to patients, society, and the profession
• Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation
• Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations
• Other professionalism

Systems-Based Practice

• 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
• Work effectively in various health care delivery settings and systems relevant to one's clinical specialty
• Coordinate patient care within the health care system relevant to one's clinical specialty
• Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care
• Advocate for quality patient care and optimal patient care systems
• Participate in identifying system errors and implementing potential systems solutions
• Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
• Other systems-based practice

Interprofessional Collaboration

• Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
• Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust
• 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
• Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
• 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
• Other interprofessional collaboration

Personal and Professional Development

• Demonstrate the qualities required to sustain lifelong personal and professional growth
• Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
• Demonstrate healthy coping mechanisms to respond to stress
• Manage conflict between personal and professional responsibilities
• Practice flexibility and maturity in adjusting to change with the capacity to alter one's behavior
• Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients
• Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system
• Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
• Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty
• Other personal and professional development

Medical School Curriculum

Visit the UME website for details on our medical education and curriculum.

• First-year curriculum
• Second-year curriculum
• Third-year curriculum
• Fourth-year curriculum

Doctoring/Clinical Skills

These courses are part of an integrated doctoring curriculum for medical students that focus on helping you to acquire critical thinking skills and learning habits that will be of lifelong service to you. The first and second years of the medical school curriculum are designed to assure your smooth transition into the third year of medical school.

Longitudinal Ambulatory Care Experience (LACE)

The Longitudinal Ambulatory Care Experience (LACE) is a unique part of the undergraduate medical education curriculum at the UCR School of Medicine. The program bridges the gap between classroom learning and clinical application by providing our first-, second-, and third-year students hands-on clinical experience with community-based primary care providers throughout Inland Southern California.

Designated Emphasis Programs

Designated Emphasis Programs (DE) are four-year programs that allow medical students to explore specialized areas. DE programs are made up of selectives as well as other non-course requirements.

United States Medical Licensing Examination

• See policy 950-07-015 on the SOM Compliance website

The United States Medical Licensing Examination (USMLE) Step 1 exam is taken at the end of the second year of medical school. Students must sit for the USMLE Step 1 prior to entry into the third year of medical school. A passing score must be received in order to continue in third year clerkship.

It is a requirement of the UCR School of Medicine that every student takes and passes both Step 1 and Step 2 of the USMLE to qualify for graduation; these exams are also used as a vehicle towards medical licensure.

Confidentiality and Access to Student Records

The UCR School of Medicine considers confidentiality of student records very important. The school abides by regulations set forth in the Family Educational Rights of Privacy Act (FERPA). Students are able to request in writing that their records be shared with a particular faculty member and administrator for the purpose of drafting letters of recommendation. The chart below outlines guidelines for access and jurisdiction for student records.

Admissions files are not part of a student record. Faculty (other than the admissions committee members and select research and evaluation faculty) are not permitted to view admissions files without permission from the Senior Associate Dean for Student Affairs.

UCR School of Medicine students may view their evaluations and records at any time via the online New Innovations system. For evaluations that are stored on paper, students may view their records within five (5) business days of the request by contacting the appropriate person (e.g., Registrar, pre-clinical or clerkship director) for assistance. The student paper records must be reviewed in the Office of the Registrar as these records are not permitted to be removed from the office where it is safely secured. Students requesting paper copies of their records need to make their request in writing. This request will be granted within a period of 45 days as per FERPA regulations.

Student Record Access Information

Academic Good Standing Policy

• See policy 950-07-007 on the SOM Compliance website

Students are considered in Good Academic Standing if they have successfully completed all blocks/clerkships, California Consortium for Assessment of Clinical Performance’s Clinical Performance Exam (CCACC CPX), USMLE Step 1 and Step 2CK without any failures or prolonged delays. Students must also be in good professional standing as defined by the Professionalism Committee. Students are considered in default Good Academic Standing unless notified otherwise.

Degree Completion Time Limit Policy

• See policy 950-07-021 on the SOM Compliance website

All requirements for the degree of Doctor of Medicine must be completed within six years of matriculation into the UCR School of Medicine. This six year maximum time of completion is inclusive of any remediation or leave of absence that has been granted. Students who are obtaining an additional degree(s) other than that of Doctor of Medicine will be given additional time and consideration for the completion of the non-MD degree. Exceptions to the completion time rule will only be provided in extraordinary circumstances and with the approval of a majority vote by the Progress and Promotions Committee.

Policy on Planned, Emergency, Unexcused and Extended Absences

• See policy 950-07-016 on the SOM Compliance website

Students pursuing the MD degree at UCR SOM are physicians in training who must meet standards of professional conduct and responsibility to develop into effective physicians. As a professional school, UCR SOM requires attendance and active participation in all components of the curriculum. Active participation in the School’s course and clerkship activities indicates the student’s understanding and mastery of professional responsibilities. The granting of the MD degree attests to the fact that the student has demonstrated a commitment to their professional responsibilities through participation in all aspects of the curriculum as defined by the faculty.

Pre-Clerkship Tardiness Policy

• See policy 950-06-030 on the SOM Compliance website

Students pursuing the MD degree at UCR SOM are physicians in training who must meet standards of professional conduct and responsibility to develop into effective physicians. As a professional school, UCR SOM requires punctual attendance and active participation in all components of the curriculum. Active participation in the School’s course and clerkship activities indicates the student’s understanding and mastery of professional responsibilities. The granting of the MD degree attests to the fact that the student has demonstrated a commitment to their professional responsibilities through participation in all aspects of the curriculum as defined by the faculty.

Long Term Disability Insurance

All medical students are covered for long term disability insurance with the Guardian Blanket Insurance Plan.  This coverage is mandatory.

• Monthly Benefit: $1,500/month (MS1 & MS2) / $2,000/month (MS3 & above)
• Integration: Policy will not integrate with CA State disability, Social Security or Workers Compensation.
• Elimination: 90 Days
• Length of Coverage: To age 65 whether disabled by sickness or accident.
• Pre-existing Conditions: Full coverage after 30 days as a medical student.
• Loan Pay-off provision: $225,000 maximum
• Income Offset: $3,000
• Lump Sum Benefit: $5,000 after 12 months
• Survivor Benefit: 6 months net
• Company: The Guardian Health Professionals Insurance
• Cost: $40.00 per student per year

If you should have any questions, please contact:

• Health Professionals Insurance Services
• Ivory Ruiz Opana
• 6265 Greenwich Drive Suite 250
• San Diego, CA 92122
• Toll Free (800) 628-2861 Office (858) 404-0782 Fax (858) 546-9023
• ivoryr@hpis.biz

Computer Requirements and Hardware/Software Minimum Standards

The School of Medicine requires that all students own a laptop computer. A laptop computer or tablet is useful for taking notes in class, carrying to the library or taking to a remote clerkship location, and students will be required to bring a laptop for many in-class exercises. Computers need to have high enough resolution to support images that are delivered during exams and courses (Anatomy & Histology). Depending on the options students choose below, laptops should have a way (HDMI preferred or buy an adapter that has an output to HDMI) to connect to large displays and projectors at times to show work. Most students will also benefit from adding a mouse to their laptop package.

Additionally, students are required to purchase a printer for use with many required assignments. This is included in the first year student financial aid budget.  Basic color inkjet printers are available for less than $150, and sometimes are bundled with new laptops.

While many students may find a tablet useful, it does not replace the functionality of a laptop.

Recommended Windows Configurations

Recommended Mac Configurations

Recommended Software to Install

The following list highlights most of the standardized supported software usable in the School of Medicine. Many times, new computers come packaged with all the software you will need. However, if you need to purchase software, we'll be able to help you choose one of the packages below.

• Productivity: Microsoft Office 365 is provided by the School of Medicine through the link (https://portal.office.com/) after signing in with your Med School account.
• This link https://somit.ucr.edu/office-365-password-reset will provide instructions and training videos.
• Web Browsers: Microsoft Edge and/or Google Chrome
• PDF: Adobe Acrobat Reader

To help protect your device, data, and information from viruses, malware, and spyware, practice the following:

• Install anti-virus/anti-malware software.
• Keep the operating system up to date.
• Enable host-based firewall.
• Disabled built-in 'Administrator' and 'Guest' accounts.

House Rules for School of Medicine Students

1. Mailboxes are located on the ground floor.  Each student is assigned a mailbox.  Mailboxes must be kept clear and open to receive notifications and other information on a daily and/or weekly basis.
2. Lockers are located on the ground floor to store books, personal items, clothes, etc. Items unsecured in the locker room or lounge spaces will be disposed of. BE SURE TO SECURE YOUR LAPTOP in your possession, or in your locker. THE UNIVERSITY IS NOT RESPONSIBLE FOR THE LOSS OR THEFT OF YOUR LAPTOP COMPUTER or any other possessions. Bicycles may not be stored in locker rooms.
3. Classroom and CBL room use: We ask that you take individual and collective responsibility to keep the classrooms clean and presentable. The Staff Workroom/Kitchen area is off limits to students due to confidentiality concerns.
4. Student Lounges and Study Areas: There are several areas available to study, relax and dine during the day and after hours: the first-floor open lounge (between the CBL rooms) and the ground floor lounge. Additional classrooms on the ground floor of Orbach Library will be available for study areas. Classrooms will be available and opened during business hours only.  The Ground floor lounge is equipped with refrigerators and microwave ovens. Groceries are not to be stored in the refrigerators.  Refrigerators are for daily use only. Kitchen areas are to be kept clean.  Everyone is responsible for washing their own dishes and disposing of garbage.  If dishes are left in the sink dirty, they will be discarded.
5. Room Scheduling: Reserving of rooms in the School of Medicine Education Bldg. and/or the Orbach Science Library for the purposes individual/group study can be requested on the School of Medicine Room Reservation Form.  Student Interest Group meetings must obtain approval from Student Affairs prior to requesting a room reservation using the Student Interest Group Event Form. Students must include the written approval with their room scheduling request.  Please note that education courses and all other instructional activities will take priority. Space may not be used for commercial or personal purposes and is not for use by individuals or groups not affiliated with UCR.
6. Building Access: All medical students will be issued a School of Medicine ID badge to access the School of Medicine Education Building. The Simulation Center access is through the Orbach Library during business hours.  First year students will be granted access to the Gross Anatomy Lab (starting in October) until the end of the academic year.  Otherwise, badges will only provide access to the buildings and main classrooms. 
7. Parking in the School of Medicine Complex parking lot is prohibited 24 hours a day, 7 days a week and will be enforced by UCR Parking Services.  No exceptions will be granted, and parking citations will be issued to violators.
8. E-Mail: Students are required to check their @medsch.ucr.edu e-mail regularly, as many important announcements from UCR faculty and staff will only be delivered to this e-mail address.
9. Class listserves: Students are expected to use list serves only for official school activities and announcements.  Standard email etiquette always applies.  Misuse of list serves may result in a professionalism concern referral.

E-Mail Privacy and Security

The privacy and security of protected health information (PHI) is a fundamental obligation that we take seriously as active protectors of patients’ rights.  In keeping with that obligation, the UCR School of Medicine created and uses the medsch email infrastructure in order to ensure the integrity of electronic communications and to comply with federally-mandated security specifications for covered entities.  Maintenance of the medsch infrastructure requires system administration and secure housing, which represents a significant investment of resources on the part of the SOM. 

Please be advised that under no circumstances can users set @medsch.ucr.edu email to auto-forward to a third-party email provider (i.e. Gmail, Yahoo!, etc.).  Sending or receiving PHI outside of the encrypted @medsch.ucr.edu infrastructure is at least a Class II offense under the SOM Sanctions Policy, resulting in appropriate disciplinary action.  Any attempt to forward set an auto forward from a @medsch.ucr.edu account will trigger a notification to the Office of Information Technology.

Safety, Security and Visitor Policy

Introduction

For security purposes and based on safety measures outlined by the Occupational Safety and Health Administration (OSHA), the following Safety, Security and Visitor Policy shall be enforced for the SOM Education Building.  Access by visitors shall be regulated by the Visitor Policy as a measure of security and safety.

Safety Policy

The evacuation of buildings at the University of California, Riverside is everyone’s responsibility.  However, we need to have several people assume responsibilities to help make an emergency evacuation safe for all the occupants and visitors to our building.  The title that will be given to these individuals will be Building Supervisor for Emergency Conditions (BSEC), Alternate Building Supervisor for Emergency Conditions, and Building Emergency Staff (BES).  Their responsibilities will be as follows:

Building Supervisor for Emergency Conditions (BSEC): Ariel DeGuzman

The BSECs are specific staff members from major campus buildings who serve as the lead contact for all emergency program activities within their buildings.  The intent is for all major normally occupied campus buildings to have one primary BSEC and at least one alternate.  BSEC responsibilities include:

• Participating in emergency preparedness training – http://ehs.ucr.edu/training/online/emergencystaff/indexlms.html
• Encouraging departments to complete Department Emergency Operations Plans that will aid in emergency response
• Ensuring the safe and expedient evacuation of their building.
• Know the location of the designated Emergency Assembly Area (EAA), and emergency exits for their building.
• Distribute information concerning evacuation plans, and evacuation drills to all building departments.
• Ensure clear access to exits and fire safety equipment in their building.
• Initiating a roll call and accounting of building occupants in the Emergency Assembly Area (EAA) during emergency evacuations
• Reporting missing or injured persons to Public Safety /SEOC or other emergency personnel.

Alternate Building Supervisor for Emergency Conditions: Pamela Hunter

The Alternate Building Supervisor is a Building Emergency Staff member (BES) who will be responsible for assuming responsibilities of the Building Supervisor for Emergency Conditions in their absence.

Building Emergency Staff (BES): Tracy Bereal

The role of the BES is to support the BSEC in their emergency preparedness activities before, during and after an incident.  Each building on campus should have an adequate number of trained BES personnel to assist in these activities.  Wherever possible, a minimum of four (4) Building Emergency Staff members per department, per floor is desired.  Some of the responsibilities of the BES include:

• Participating in emergency preparedness training: http://ehs.ucr.edu/training/online/emergencystaff/indexlms.html
• The safe and expedient evacuation of the floor in the building to which they are assigned.
• Accounting of occupants on their floor, at the assembly area.
• Report missing persons to the Building Supervisor for Emergency Conditions or Alternate BSEC.
• Ensuring assistance is provided to those with disabilities that may impede their safe egress.

Security Policy

All access points to the building will remain locked with the exception of the two main entrance points on the North and South sides of the first floor.  These two main entrances will be open Monday through Friday, from 8:00 a.m. to 5:00 p.m.  All access points will be accessible with the use of an SOM ID Card that has been coded to our building.

All regular “tenants” of the SOM Education Building are now required to wear their SOM Identification badge at all times while in the building.  Any and all suspicious activity within the building should be immediately reported to UCR campus security.

Visitor Guidelines

Visitors include all persons other than employees, or persons under contract to the SOM in possession of a valid UCR SOM Identification Badge.

All visitors are required to enter the building via either of the two main entrances and report to the visitors reception desk.  There they will be greeted by our building receptionist who will inquire and note whom they are visiting, their arrival time, and ask them to sign in.  The receptionist will then issue the guest a visitor badge and contact the point person for the meeting. Every visitor will need to exit via the main entrance to sign out and return their visitor badge.

Students who provide access to unauthorized visitors may be held responsible for any theft or damage that may occur as a result of the presence of unauthorized visitors. Violating the building visitor policy may result in professionalism concern referrals or other campus action.

Best Practice Guidelines for Social Media

The UCR School of Medicine encourages the use of social media to connect to the broader campus community and the general public around the world. The long-term success of any social media community depends on a mutually shared philosophy of respectful behavior. Toward this end we offer the following best practice guidelines in keeping with the standards of the UCR School of Medicine and the medical profession at large.

Be respectful: Refrain from posting material that is profane, hateful, threatening, abusive, harassing, obscene, pornography, nudity, libelous, defamatory or embarrassing to another person or entity. Be respectful of the rights and opinions of others.

Be honest and transparent about who you are: While you may certainly acknowledge that you are a student of the UCR School of Medicine, unless you have been authorized by University Public Relations, you should not portray yourself as a spokesperson or even an unofficial spokesperson. Avoid the use of official School or University logos, insignias, banners, badges, emblems, brands, etc. that may mistakenly give this impression to others or the public. If you are using social media for your profession identity and use, consider a separate venue for your personal and private life.

Respect confidentiality: Refrain from discussing private conversations other than with those directly involved. Never discuss patient care details or post pictures or images that may identify individuals.

Live by the law: Do not post content that violates any state or federal laws, most notably those applicable to patient confidentiality and privacy (i.e. HIPPA). Always obtain written permission to use or reproduce copyrighted material or proprietary information.

The Internet is a public space: Remember that social media sites are public, no matter what privacy settings may be in place. Consider, in most cases, everything you post online will be seen by a public audience. Assume everyone is reading your post, no matter how obscure or secure the site to which you are posting may seem.

Use the “pause-before-posting” approach: Reflect on how the general public may perceive the content about to be posted. While you speak for yourself, the public will often perceive your actions reflecting UCR and the medical profession at large. Have you listened carefully? Is your post adding value to the discussion? Is the post helpful? Have you been courteous, sensitive and respectful?

These guidelines apply to personal use of social media. Social Media is defined as any electronic communication through which users create online communities to share information, ideas, personal messages, and other content. These include social networking sites (e.g. Facebook, Twitter), media-sharing sites (e.g. Flickr, YouTube), blogs, wikis, and podcasts among others. Use of official School of Medicine or UC Riverside social media sites are governed by existing policies by UCR public relations and university Administration. These guidelines are not intended to supersede existing related policies within the University or School of Medicine (e.g. Student Handbook), or pertinent local, state or federal regulations (e.g. the Health Insurance Portability & Accountability Act - HIPAA).

Safety Tips for Online Social Media & Networking: Self-Reflective Questions

1. Did I set my privacy setting to help control who can look at my profile, information, and photos? While you can limit access somewhat, it is by no means complete. You have no control over what someone else may share about you.
2. How much information about yourself do you want people to know about you? With whom will your “friends” share this information? Not everyone will respect your personal or physical space.
3. Would I post this material on a roadside billboard or a television commercial? What would a stranger think about my post? What about my parents?
4. What image am I projecting about me? My school? My university? And the medical profession at large? Remember that what you post leaves a “digital footprint” that is both public and can last in perpetuity. What might a patient think about my post? What would a future employer or residency program director think after seeing this post?
5. Have I asked permission to post someone else’s image or information? Am I infringing on someone else’s privacy? Could I be hurting someone? Could I be the subject of a judiciary hearing? Could I be the subject of a libel or legal suit?
6. Does my equipment have the proper spyware and virus protection installed? Many social networking sites collect profile information to spam you. Others contain links that can infect your equipment with viruses that potentially can destroy data and infect others with whom you communicate.

References:

• Federation of State Medical Boards: Model guidelines for the appropriate use of social media and social networking in medical practice. 2018. Accessed at on the Federation of State Medical Boards website.
• Farnan JM, Sulmasy LS, Worster BK, et al.: Online medical professionalism: patient and public relationships: policy statement from the American College of Physician and Federation of State Medical Boards. Annals Intern Med 2013;158:620-7.
• American Medical Association. AMA Policy.: Code of Medical Ethics. Accessed at https://www.ama-assn.org/topics/ama-code-medical-ethics on 15 April 2020.

Resources for Medical Students

On-Campus Mental Health Services

The UCR Counseling and Psychological Services (CAPS) office offers a variety of counseling and specialized professional services both virtually and in-person, to assist students in their career, personal and social development. These services include:

• Individual and group counseling.
• Workshops on suicide awareness, working with distressed students, stress management strategies, gender issues, diversity awareness, and goal setting.
• Psychological assessment.

If additional psychiatric evaluation is warranted, CAPS will refer students to Student Health Services and/or one or more local psychiatrists who normally take Graduate Student Health Insurance Plan (GSHIP) AND are not faculty members appointed in the UCR School of Medicine. The CAPS is in the Health Services Building and is open from 8 a.m. to 5 p.m., with in person and virtual walk ins between 8:30 and 4:30 pm. For more information, call (951) 827-5531.  Crisis consultations with licensed mental health providers are available 24/7 by calling CAPS main line and selecting Option 1.

For after-hours emergencies (imminent risk of harm to self or others), call 911.

Student Health Services

The UCR Student Health Services offers Psychiatric services in addition to a variety of services including primary care, dental, laboratory, and pharmacy. Student Health Services is located in the Health Services Building and is open from 8 a.m. to 4:30 p.m. on Monday, Tuesday, Wednesday, and Friday and 9 a.m. to 4:30 p.m. on Thursdays. Appointments may be made by calling (951) 827-3031 or by visiting https://studenthealth.ucr.edu.

UCR Wellness Center “The Well” – programs and training

Off-Campus Counseling

The UC Riverside School of Medicine has contracted with Dr. Ronald Offenstein, M.D. of the Riverside Psychiatric Medical Group to provide outpatient counseling services to medical students. Students may receive a direct referral from the Counseling Center or can self-refer, either to Dr. Offenstein or the psychiatrist of their choice.

Dr. Offenstein has no clinical affiliation with the UCR School of Medicine, creating optimal separation between the mental health services and the medical education program administrative functions.  All counseling meetings are confidential, and the information disclosed during sessions is not disclosed at any time to anyone outside of the Riverside Psychiatric Medical Groups. Students are encouraged to seek counseling with the intent of maintaining good mental health and/or for help in addressing general life issues.

Ronald Offenstein, M.D.
Riverside Psychiatric Medical Group
5887 Brockton Avenue
Riverside, CA  92506
Phone:  (951) 275-8500

Hours:  Monday – Friday: 7:45 a.m. – 8:30 p.m.
Saturday - Sunday: By appointment

Orbach Science Library

Medical Education and Clinical Outreach Librarian

Elisa Cortez, Orbach Library Room 134
elisa.cortez@ucr.edu
(951) 827-4614
General Reference or Library Resource Questions:
http://library.ucr.edu/research-services/ask-a-librarian

School of Medicine Library Website:
https://library.ucr.edu/research-services/subject-guides/school-of-medicine

UCR Student Health Center

Veitch Student Center (west of Lot 15)
www.studenthealth.ucr.edu
Monday-Friday: 8: a.m. – 4:30 p.m., except Thursday: 9 a.m. -4:30 p.m.
Appointments (951) 827-3031 or online www.studenthealth.ucr.edu

After Hour Care (if you have GSHIP insurance)

Urgent Care
Riverside Medical Clinic         
6405 Day Street
Riverside, CA 92507
(951) 782-5454
www.riversidemedicalclinic.com

Emergency Care
Riverside Community Hospital
4445 Magnolia Avenue
Riverside, CA  92501
(951) 788-3000
www.rchc.org

Riverside Community Crisis Intervention
24 Hours Crisis Hotline:  (951) 686-4357
Off-Campus Emergency:  911