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Policies on Teaching and Evaluation by Members of the Medical School Administration

The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student shall have no involvement in the academic assessment or promotion of the medical student receiving those services.

Teacher-Learner Expectations

The CUNY School of Medicine holds professional behaviors and attitudes in high regard, 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, and 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 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 patient 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.

All assessment forms will require disclosure of any close relationship including a patient doctor relationship between student and evaluator.

The AAMC has articulated a set of expectations that underlie interactions between teachers and learners. These can be found within the AAMC Uniform Clinical Training Affiliation Agreement document, in the following link:

Affirmative Action, Compliance, and Diversity Includes: Equal Opportunity Policy - Sexual Harassment Policy - Title IX Sexual Assault Policy: