The program addresses the student's demonstration of professional behaviors...
Non-Academic Behavioral Expectations
In addition to the Academic Professional Behavioral Expectations Policy, the program recognizes that overall behavioral expectations must be defined and students held responsible for their performance in meeting these expectations. These expectations include interactions with faculty, fellow students, preceptors, patients, members of the health care team and the UT community. These expectations are also inclusive of the UT behavioral polices, social media activity and adherence to the AAPA Code of Ethics.
UT Student Code of Conduct Policy:
PA students are expected to adhere to all UT policies, including the UT Student Code of Conduct policy. This policy addresses multiple areas of conduct, including respectful interactions with the UT community.
PA Social Media Policy:
Students in the PA program are expected to be mindful while using social networking websites and applications, as they are held to the highest standard keeping with the ideals of the institution and the profession of medicine. Each student is responsible for his or her posting on the internet and in social media, and therefore should be aware of the risks associated with such use.
Students are expected to follow HIPAA privacy standards at all times.
Additionally, the following actions are strictly forbidden:
- In the professional role of a caregiver, one may not present the personal health information of other individuals. Removal of an individual’s name does not constitute proper de-identification of protected health information. Inclusion of data such as age, gender, race, diagnosis, date of evaluation, type of treatment or the use of a highly specific medical photograph (such as a before/after photograph of a patient having surgery or a photograph of a patient from a medical outreach trip) may still allow the reader to recognize the identity of a specific individual.
- Students may not report private (protected) academic information of another student or trainee. Such information might include, but is not limited to, course or clerkship grades, narrative evaluations, examination scores or adverse academic actions.
- In posting information on social networking sites, students may not present themselves as official representatives or spokespersons for UT.
AAPA Code of Ethics:
PA students are expected to adhere to the AAPA Code of Ethics.
Academic Professional Behavioral Expectations and Student Assessment
As health care practitioners, physician assistants are required to conform to the highest standards of ethical and professional conduct. The American Academy of Physician Assistants has developed Guidelinesfor Ethical Conduct for the Physician Assistant Profession, which all students are expected comply with.
In addition to understanding and complying with the principles and standards of the AAPA, students are required to know and comply with the professional expectations of UT's PA program.
Professional behavior encompasses the principles of honesty and integrity, empathy and respect, advocacy, self-awareness, personal accountability, teamwork, responsibility for learning, balance and avoidance of conflicts of interest, courtesy and compassion, in a pattern of moral and ethical interaction with others.
PA students must be aware that, even as students, they are viewed by both patients and medical providers as part of the medical community and are required to conduct themselves in a manner that complies with these principles.
Examples of professional behavior:
Behave in an ethical manner that inspires trust among patients, coworkers and the public:
Respect patient’s modesty and protect patient privacy.
Identify yourself as a learner.
Maintain confidentiality of patient information.
Set appropriate boundaries in interpersonal relationships.
Only perform procedures authorized by the program, clinical site, supervisor and/or preceptor.
Maintain and exhibit respect for the privacy and confidentiality of fellow students.
Exhibit honesty and integrity in all interactions:
Accurately attribute sources in all written and oral presentations.
Accurately represent clinical actions and findings.
Do not intentionally mislead others.
Admit mistakes and errors.
Demonstrate proper care and use of institutional property and personal property of others.
Advocate for the needs and well-being of patients, learners and others with whom you serve:
Altruistically champion patient rights in a manner appropriate to your level of training.
Respect and assist faculty, staff and students.
Identify when patients’ needs supersede your needs.
Be aware when situations require the help or expertise of others (e.g., reporting abuse and assisting with social services agencies).
Demonstrate caring, compassion, empathy and respect:
Communicate in a polite tone and manner in all exchanges and encounters.
Use appropriate verbal and non-verbal communication to convey concern, pleasantness, compassion and professionalism to others.
Communicate in a manner that is respectful of and sensitive to the patient’s and family’s age, orientation, culture and beliefs.
Be sensitive to the emotional needs of others.
Offer criticism or suggestions in a thoughtful and reasoned manner that fosters respect and trust.
Dress in professional and neat attire and practice good personal hygiene, demonstrating respect for patients and others. Follow all dress code expectations during clinical training in accordance to the policies of each site.
Demonstrate awareness of your own perspectives and biases:
Identify conscious and unconscious biases that might influence your interactions with patients and others.
Assume responsibility and accountability for your education:
Recognize and take action to correct deficiencies in your behavior, knowledge and skill.
Request specific external feedback, and measure that feedback against your own self-assessment.
Reflect on and take action to improve in response to feedback.
Seek to achieve deeper learning; learn from every patient you take care of and beyond clinical site learning objectives.
Function effectively as a team member:
Fulfill assigned roles and request assistance and/or education when needed.
Demonstrate respect for knowledge, skills and expertise of other team members.
Recognize and embrace the role as a member of a team and contribute equally to the work of the team in a cooperative and considerate manner.
Self-regulate your behavior to positively impact the team environment.
Continue to develop and refine robust teamwork skills.
Maintain a professional and calm demeanor at all times, including highly stressful situations.
Fulfill your responsibilities as a learner and a colleague:
Complete all assignments and duties in a timely manner, effectively and to the best of your ability.
Be attentive and participate during learning activities.
Collaborate with classmates in active learning sessions. Share your knowledge and skills with others around you.
Complete administrative requirements in a timely manner (e.g., scheduling and evaluations).
Be punctual to all activities (abiding by the PA program attendance policy).
Strive to contribute to a positive and professional learning environment.
Provide respectful feedback to others to help their continued growth and development.
Recognize and avoid conflicts of interest:
Recognize and avoid situations in which professional, commercial or financial interests or activities have the potential to or actually influence academic, clinical and conduct obligations.
Strive to balance commitments to self and others:
Recognize signs of impairment in yourself and others and take appropriate action.
Strive to develop personal habits that promote social, physical and mental health.
Recognize the importance of self-care and personal wellness and its impact on others as a leader in the community.
The following procedure is in place to assess professional behavior. Using the attached professional behavior rubric, performance will be assessed in multiple settings/courses:
Didactic: Professionalism Assessment Tool
A score of less than 3 in any category of the professionalism assessment tool will be considered having “at-risk” performance, and the student will be placed on academic warning. See Academic Warning Policy.
A score of less than 2, unsatisfactory, in any category of the professionalism assessment tool will require the student to meet with the Progression/Promotion/Professionalism committee. The committee will develop a professional remediation plan for the student and place the student on academic probation for the next semester. See Academic Probation Policy.
Any student who has an overall failing score, total score of less than 30, on the professionalism assessment tool will be required to meet with the Progression/Promotion/Professionalism committee. The committee will develop a professional remediation plan for the student and place the student on academic probation for the next semester. See Academic Probation Policy. The committee may also recommend deceleration and/or dismissal from the program for professional concerns.
Clinical: Preceptor Evaluation of Student
A score of less than 3 on the professionalism mid-rotation evaluation will be considered “at-risk” performance and the student will be placed on academic warning. See Academic Warning Policy.
A score of less than 3 on the preceptor final evaluation of professionalism or the clinical director evaluation of professionalism will require the student to meet with the Progress/Promotion/Professionalism committee. The committee will develop a professional remediation plan for the student and place the student on academic probation for the next semester. See Academic Probation Policy.