Grade Appeals – Ohio State University College of Medicine

The Ohio State University College of Medicine (OSUCOM) is one of the most prestigious schools and research institutions in the country. But it would be a gross understatement to say that the grading system (for MSPE purposes) is complicated at OSUCOM. When the United States Medical Licensing Examination (USMLE) moved from a numeric score to a pass/fail, medical school grades and faculty recommendations became critical to the decision-making of most residency programs. At OSUCOM, the grading and ranking system became complicated, with a cluster system involving numerous moving parts. By far the most crucial factor in this cluster ranking is gradebook scores, or the scores given for exams, assignments, and quizzes throughout the grading period. Hence, these gradebook scores become the most essential factor in determining MSPE ranking.  

If you are assigned an arbitrary or unfair grade or ranking, you may be put in a position of filing a grade appeal. Navigating grade appeal decisions is tough, but the experienced attorneys of the LLF National Law Firm Education Law Team can help. The LLF National Law Firm Team is familiar with the grading system at OSUCOM, and we can advise you on your rights and best practices. The LLF National Law Firm has a proven track record of representing medical students in grade and academic appeals, and we know how to present your case carefully.  Contact us today at 888-535-3686, or fill out our online form.

Trends in Medical School Grade Appeals

Increasingly, medical students are filing grade appeals as part of a movement demanding greater transparency and accountability in grading. Whereas past grade decisions in medical schools were often a mystery, possibly influenced by bias or prejudice, today’s decisions must be more transparent and straightforward.  

But as the grading systems (or ranking systems) become more complicated, the possibility of errors increases exponentially. A simple glance at the OSUCOM cluster ranking policy will show how riddled with the possibility of error the system is. For this reason, the administration has recently chosen to rehaul the system. For many students, however, it is too little too late.  

The Grade Process at OSUCOM

The OSUCOM uses a complicated system of grading and class cluster ranking as follows:

Pass/Fail Grading

The grading system at OSUCM appears simple on its face: grading is essentially pass/fail, where students are given the following grade designations:

• Satisfactory.

• Unsatisfactory.

• Progress (work incomplete).

This sounds uncomplicated and clear, but the reality is that students are graded for MSPE purposes in each course, as recorded in the gradebook. These grades are not recorded on the student’s transcript but are kept “to facilitate the letter generation, student match counseling, and meet the national guidelines for MSPEs.”

Cluster Rankings for MSPE

 In lieu of ranking students, the OSSOM assigns students in “clusters” as follows:

• Outstanding (90 to 100 percentile).

• Excellent (70 to 89.99 percentile).

• Very Good (33 to 69.99 percentile).

• Good (10 to 32.99 percentile).

• Capable (under 10th percentile).

The obvious issue with this system is that the cluster ranking has an inordinate importance in the MSPE system, but is not subject to the same types of checks and balances as grades on an official transcript.

How Cluster Rankings Are Made

Students Completing Part 1 in Academic Year 2024-25 or Earlier

To make this system even more complicated, this cluster system is not simply based on grades in the gradebook. For Part 1 of the curriculum, 75% of the cluster ranking is based on “medical knowledge.” Medical knowledge is “based on quizzes, team-based learning, Longitudinal Group (LG) requirements, anatomy practical exams, midterms, and final grades.” In other words, ¾ of this ranking is based on grades on quizzes, assignments, and exams. These grades should have been communicated to the student at the time the components were graded. The remaining 25% of ranking is based on “other competencies” as follows: 10% from “observed structured clinical examinations (OSCEs), 10% from LG and Longitudinal Preceptorship evaluations, and 5% from “task completion.” While scores for OSCEs and LPs should at least be understandable even if the student does not agree, the score for “task completion” is not explained in grading policy materials.

Part 2 of the curriculum changes things up a bit: now 40% of the cluster placement is based on medical knowledge, with 60% on “other competencies.” Medical knowledge is based on 30% from the NBME exam and 10% from quizzes, assignments, and midterms. The other competencies score comes from 40-45% from clinical performance assessments, 10% from OSCEs, 5% from clinical practice exams, and up to 5% from direct observations.

Students Completing Part 1 in Academic Year 2025-26 or Later

Students who commence Part 1 in the 2025-26 Academic Year or later face a much easier cluster ranking. For these students, the cluster assignment is based solely on the average grade from the Part 2 gradebook. Students who complete Part 1 during or after the 2025-26 academic year must closely monitor their gradebook scores for Part 2 courses.

If all this feels overwhelmingly complicated to you as a student, you are not alone. Students in this system may face the option of appealing individual course gradebook scores or challenging the way cluster rankings were calculated.

The Grade Appeal Process at OSUCOM

OSUCOM dedicates a significant number of procedures to students who are being removed from medical school due to poor academic performance. Compared to other appeal procedures, comparatively few are dedicated to students who are not in academic danger but seek to appeal a grade or class ranking. The grade appeal process at OSUCOM involves several steps, including the following:

1. The student is encouraged to speak with the instructor of the course or the instructor who gave them the grade in question.

2. If this step does not fix things, the student must then grieve the grade to the dean or director.

3. If the matter remains unresolved, the student may ask that the grade be reviewed by a faculty committee appointed by the Dean or department chair.

The School of Medicine is authorized to implement additional procedures to address the grade error.

Basis of Grade Appeals

When filing a grievance or grade challenge, the student must provide a basis to challenge the grade. The reasons why a grade may not fairly reflect a student’s performance are complex and multifaceted. The following are a few common reasons:

1. Math or Calculation Errors
   
   Though it may surprise the intelligent and detail-oriented students drawn to medical school, many grade errors involve simple miscalculations.

2. Record Keeping Errors
   
   This type of error occurs when instructors are lax in recording and grading in a timely and complete manner. Often, these types of instructors will make errors in recording whether a student has completed an assignment.

3. Inconsistent or Unfair Treatment
   
   Instructors may treat different students differently and favor some students over others to achieve better grades. This may involve discrimination or may be motivated by personal hostility.

4. Belated Allegations of Academic Dishonesty
   
   During grade appeals, an instructor sometimes alleges that they marked the grade lower because they suspected cheating or plagiarism. While this is frustrating for the student in question, the attorneys at the LLF National Law Firm are experienced in handling allegations of academic dishonesty.

5. Failure to Follow Policy
   
   If an instructor fails to follow the course syllabus or the grading rubric, a student’s ability to earn a good grade may be compromised. This or other failure to follow the grading policy may form the basis of a grade appeal.

Regardless of the reason for a grade appeal, it is essential to approach the dispute strategically.

The Risks of a Grade Appeal

Students at OSUCOM rely on faculty recommendations for residency applications and many other career opportunities. Therefore, it is essential to address any grade appeal carefully. If an instructor resents having their judgment questioned, they may provide negative input for class cluster decisions. The best way to resolve a grade appeal is often to do so early in the process through informal discussions. A student may have no choice but to challenge one or several grades that compromise their class rank. But any grade appeal must be undertaken carefully.

Protecting Your Rights

If you are facing a medical student appeal, remember that having an experienced attorney from the LLF National Law Firm can make all the difference. We can help you:

1. Gather and Present Evidence Effectively
   
   You must prepare an effective grade appeal file. We can advise you on the documents and evidence that are vital for a successful grade appeal.

2. Prepare an Effective Appeal Statement
   
   This is the most crucial part of your grade appeal, outlining the reasons why the grade does not accurately reflect your performance in a course. The attorneys at the LLF National Law Firm can help you formulate an effective grade appeal strategy and statement.

3. Prepare You for Hearings or Interviews
   
   Before testifying before the faculty committee, you should prepare and go over your testimony with an experienced attorney. You must discuss the grounds for your appeal and what types of arguments may be the most effective. Your attorney can help you emphasize the strongest elements of your grade appeal and handle weaker elements.

Our Education Law Team has established relationships with numerous medical schools throughout the US, and we are well-equipped to negotiate for an early resolution of your appeal. We understand that it is vital to tread carefully to protect your reputation and future relationships. We know how to defend and represent medical students, as demonstrated by our record of success. Call the LLF National Law Firm at 888-535-3686 or fill out our online form.