Last updated on January 21st, 2022

TEACHER-LEARNER EXPECTATIONS

(Corresponds to LCME Standards thru Academic Year 2020 – 2021 AAMC Publication Date June 4, 2015)

The school holds in high regard professional behaviors and attitudes, including altruism, integrity, respect for others and a commitment to excellence. Effective learning is best fostered in an environment of mutual respect between teachers and learners. In the context of medical education the term “teacher” is used broadly to include peers, resident physicians, full-time and volunteer faculty members, clinical preceptors, nurses, and ancillary support staff, as well as others from whom students learn.

GUIDING PRINCIPLES:

  • Duty: Medical educators have a duty to convey the knowledge and skills required for delivering the profession’s standard of care and also to instill the values and attitudes required for preserving the medical profession‘s social contract with its patients.
  • Integrity: Learning environments that are conducive to conveying professional values must be based on integrity. Students and residents learn professionalism by observing and emulating role models who epitomize authentic professional values and attitudes.
  • Respect: Respect for every individual is fundamental to the ethic of medicine. Mutual respect is essential for nurturing that ethic. Teachers have a special obligation to ensure that students and residents are always treated respectfully.

RESPONSIBILITIES OF TEACHERS AND LEARNERS:

  • Teachers should:
  • Treat students fairly and respectfully
  • Maintain high professional standards in all interactions
  • Be prepared and on time
  • Provide relevant and timely information
  • Provide explicit learning and behavioral expectations early in a course or clerkship
  • Provide timely, focused, accurate and constructive feedback on a regular basis and thoughtful and timely evaluations at the end of a course or clerkship
  • Display honesty, integrity and compassion
  • Practice insightful (Socratic) questioning, which stimulates learning and self-discovery, and avoid overly aggressive questioning which may be perceived as hurtful, humiliating, degrading or punitive
  • Solicit feedback from students regarding their perception of their educational experiences
  • Encourage students who experience mistreatment or who witness unprofessional behavior to report the facts immediately

Students should:

  • Be courteous of teachers and fellow students
  • Be prepared and on time
  • Be active, enthusiastic, curious learners
  • Demonstrate professional behavior in all settings
  • Recognize that not all learning stems from formal and structured activities
  • Recognize their responsibility to establish learning objectives and to participate as an active learner
  • Demonstrate a commitment to life-long learning, a practice that is essential to the profession of medicine
  • Recognize personal limitations and seek help as needed
  • Display honesty, integrity and compassion
  • Recognize the privileges and responsibilities coming from the opportunity to work with patients in clinical settings
  • Recognize the duty to place patient welfare above their own
  • Recognize and respect patients’ rights to privacy
  • Solicit feedback on their performance and recognize that criticism is not synonymous with “abuse”

Relationships between Teachers and Students

Students and teachers should recognize the special nature of the teacher-learner relationship which is in part defined by professional role modeling, mentorship, and supervision.

Because of the special nature of this relationship, students and teachers should strive to develop their relationship to one characterized by mutual trust, acceptance and confidence. They should both recognize the potential for conflict of interest and respect appropriate boundaries.

Allegations of mistreatment that do not otherwise fall under university policies may be reported by students through EthicsPoint or to the Office of the Dean of Students.

POLICY ON NON-FRATERNIZATION RELATIONSHIPS

St. George’s University Policy on Non-Fraternization Relationships between individuals in inherently unequal positions may undermine the real or perceived integrity of the supervision and evaluation process, as well as affect the trust inherent in the educational environment. It is the policy of the University that respect for the individual in the University community requires that amorous or sexual relationships not be conducted by persons in unequal positions. The University considers it inappropriate for any member of the faculty (including clinical tutors), administration, or staff to establish an intimate relationship with a student, subordinate, or colleague upon whose academic or work performance he or she will be required to make professional judgments or who may have real or perceived authority over the student. The University considers it a violation of this policy for any member of the faculty, administration, or staff to offer or request sexual favors, make sexual advances, or engage in sexual conduct, consensual or otherwise, with a person who is:

  • Enrolled in a class taught by the faculty member or administrator
  • Receiving academic advising or mentoring from the faculty member or administrator
  • Working for the faculty member, administrator or staff
  • Subject to any form of evaluation by the faculty member, administrator or staff.

Please note that the list above is not exhaustive and other situations of fraternization may also result in a violation of this policy. In all such circumstances, consent may not be considered a defense against a charge or fraternization in any proceeding conducted under this policy. The determination of what constitutes sexual harassment depends on the specific facts and the context within which the conduct occurs. Teaching and research fellows, doctoral and graduate assistants, tutors, interns, and any other students who perform work-related functions for the University are also subject to this policy. In the case of a pre-existing relationship between a faculty member and a student or subordinate, the faculty member has an affirmative duty to disclose this relationship to the Dean’s Office so that any potential conflicts of interest can be resolved.