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Faculty Handbook Appendix 2

CUNY School of Medicine
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Faculty Handbook Appendix 2

 

Teacher Learner Contract

 

TEACHER-LEARNER EXPECTATIONS

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 not only to convey the knowledge and skills required for delivering the profession‘s standard of care but 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

        Provide timely, focused, accurate and constructive feedback on a regular basis and thoughtful and timely evaluations at the end of a course

           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.