Teacher Learner Compact Policy

It is the policy of the University of Arizona College of Medicine – Phoenix to require ethical behavior, professionalism and integrity from every individual. College of Medicine - Phoenix 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. The required behaviors and attitudes include those identified in State, University and College-specific policies and statements listed below and allow for mechanisms whereby formal disciplinary actions may be taken.

• State of Arizona: Arizona Revised Statute Chapter 13 Unprofessional Conduct (A.R.S. § 32-1401).
• University of Arizona: Arizona Board of Regents Chapter 5 Student Code of Conduct (ABOR 5-301 through 5-404).
• College of Medicine – Phoenix:
  • Competency Assessment Policy.
  • Honor Code Policy and Committee Procedures and Process for Dismissal.
  • Reporting Mistreatment or Harassment of Medical Students Policy.

Professionalism Attributes

These attributes of professional behavior describe those behaviors that are expected from all members of the College of Medicine - Phoenix which 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. The following behaviors are expected of all members of the university community.

• Demonstration of sensitivity, honesty, and compassion.
• Respecting the individual diversity*/intersectional identities** of all team members including but not limited to patients, interprofessional colleagues, students, staff, and faculty.
• 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 at the College of Medicine - Phoenix including participation on committees that design and implement the curriculum and tools for student performance assessment in accordance with College of Medicine - Phoenix bylaws and other governing documents.

Responsibilities of Learners to Educators and Administrators

Learners at the 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.

The Learning Environment Feedback Form has been developed for a medical student to report both exemplary displays of professionalism as well as any lapse in professionalism within the learning environment.

*’Diversity’ is understood to include race, sex, ethnicity, culture, ability, disability, socioeconomic status, talents, language, religion, spiritual practices, sexual orientation, gender identity, biological differences, geographic region, age, country of origin and life experiences.

**Intersectionality: “Leading feminist and social justice theories and practices acknowledge that intersectionality, first coined by Kimberlé Crenshaw, as legal terminology to recognize the unique experiences and legal challenges of Black women, whom as a group experienced both racism and sexism. It is the ongoing examination of the overlapping systems of oppression and discrimination that communities face based on race, gender, ethnicity, ability, etc. It is our role to continuously examine the multiple forms and kinds of intersectional exclusions. The call for an anti-racist health care system — one which recognizes and addresses the intersectionality of systems of oppression — amplifies every day.” (AAMC. Diversity, Equity, and Inclusion Competencies Across the Learning Continuum. AAMC New and Emerging Areas in Medicine Series. Washington, DC: AAMC; 2022.)