Teacher Learner Compact Policy

It is the policy of the University of Arizona College of Medicine – Phoenix that faculty, whether employed by the University of Arizona College of Medicine – Phoenix or affiliated through agreements with the University as community faculty, and medical students (who for purposes of this policy also include residents and fellows and hereafter are referred to as “learners”) are obligated under a variety of policies and standards, both at the College of Medicine – Phoenix (COM – P) and within the University of Arizona, to interact with one another in a professional manner. The COM – P is committed to ensuring that the learning environment is conducive to open communication and robust interactions between faculty and learners that promote the acquisition of knowledge and foster attitudes and skills required for the professional practice of medicine. Such activities require an environment that is free from harassment, discrimination, retaliation, or other inappropriate conduct. All faculty and learners are governed by the University of Arizona, COM – P, and Arizona Board of Regents’ policies, and are expected to adhere to them. Violations of these policies will be investigated and disciplinary action imposed if appropriate.

Professionalism Attributes

These attributes of professional behavior describe those behaviors that are expected from all members of the University of Arizona College of Medicine – Phoenix to include the faculty, residents, fellows, students, staff and community preceptors. This professional behavior is expected to be upheld during all exchanges including but not limited to face-to-face and telephone/teleconference meetings, texting, video, email, and social networking technologies. COM – P faculty approved the statement of professionalism attributes by a vote conducted in May of 2012.

• Demonstration of sensitivity, honesty and compassion.
• Respecting diversity of individuals.
• Respecting the confidentiality, privacy and dignity of each individual.
• Showing integrity and accountability in all interactions.
• Demonstration of the balance of self-care with selfless behavior. 
• Demonstration of appropriate self-confidence that puts others at ease. 
• Demonstration of a commitment to uphold ethical principles.
• Demonstration of the ability to collaboratively participate in team environments. 
• Maintain a teachable attitude, including giving and receiving constructive feedback, being present and accountable, prepared and engaged.  
• Respecting the physical and emotional limits of professional relationships.

Responsibilities of Educators and Administrators to Learners

Educators and administrators shall provide:

• An environment that is physically and emotionally safe for learners.
• An environment in which the primary purpose in assigning tasks is to enhance the learner’s educational experience.
• Support for the learner’s professional development. This support will include a carefully planned and well-articulated curriculum. Administrators will facilitate the progress of learners through the curriculum. Educators and administrators will support learners in their personal development as they adjust to the needs and standards of the profession.
• An understanding that each learner requires time for self-care, social and family obligations and recreation.
• Accurate, appropriate and timely feedback to learners concerning their performance in the curriculum. In assessing learners, educators and administrators will act in a manner that is consistent with the stated goals of the educational activity, which will, in turn, be meaningful for future medical practice. In addition, educators will provide learners with professional and respectful feedback during and after educational and clinical activities.
• Opportunities for learners to participate in decision-making in the COM – P, including participation on committees that design and implement the curriculum and tools for student performance assessment in accordance with COM – P bylaws and other governing documents. 

Responsibilities of Learners to Educators and Administrators 

Learners at the University of Arizona College of Medicine – Phoenix shall:

• Participate in supporting an environment that is physically and emotionally safe for educators and administrators.
• Respect the authority of the educators and administrators in determining the proper training environment and activities for their education.
• Meet the educational goals and objectives of the curriculum to the best of their abilities.
• Take an active role with the educators regarding the refinement and evaluation of the curriculum.
• Support their colleagues in their professional development.
• Understand that educators and administrators must balance work duties with self-care, social and family obligations and recreation.
• Provide accurate, appropriate and timely feedback to educators and administrators concerning their performance in the curriculum. In evaluating educators and administrators, learners will provide professional and respectful feedback during and after educational and clinical activities.
• Assume an appropriate level of responsibility on healthcare teams and execute assigned responsibilities to the best of their abilities.

A Learning Environment Feedback Form has been developed. This form is intended for any faculty, fellow, resident, staff, or medical student to report both exemplary displays of professionalism, as well as lapses in professionalism using an electronic submission process.