EA-3402 Student Professionalism Policy: Attributes of Professionalism, Teacher–Learner Compact, Reporting, and Concern Management

1.0      Purpose

This policy defines professionalism expectations for VTCSOM students across all phases of the MD program and establishes processes for reporting, reviewing, and addressing alleged violations.

2.0      Policy

The overarching focus of the VTCSOM medical education program is to develop patient-centered physicians who exhibit the competencies associated with the VTCSOM identities of scientist physician, lifelong master adaptive learner, and system citizen. VTCSOM ensures the Attributes of Professionalism and principles of the Teacher-Learner Compact are mapped to our educational program objectives and are taught and assessed throughout all phases of the curriculum.

Attributes of Professionalism

VTCSOM endorses the Attributes of Professionalism as core components of our educational program objectives, consistent with the stated mission of VTCSOM to “prepare physician thought leaders through innovations in medical education and cutting-edge discovery to improve the health of our communities and transform health care.” All VTCSOM students are required to conduct themselves in a manner that is consistent with the VTCSOM Attributes of Professionalism (below), which apply to the classroom, the research environment, and the clinical setting.

• Commitment to Engaged Learning: acknowledges primary responsibility for successful completion of the degree; demonstrates commitment to their own professional competence; punctual; attends required classes, clinics, or other required events; uses technology in ways that do not disrupt learning activities or violate instructional expectations; seeks additional knowledge and skills; seeks feedback; willing to assist other learners.
• Compassion: considerate; displays empathy; listens attentively and responds humanely to the needs of patients; treats patients and families with dignity.
• Conscientiousness: takes initiative; is flexible; delegates effectively; accepts personal responsibility for mistakes; asks for help when needed; maintains accurate information in patient records; discloses medical error when appropriate.
• Respect: respectful of peers, faculty, staff, patients, and families; respects privacy and confidentiality.
• Self-Awareness: fosters continued professional development; demonstrates emotional intelligence; maintains appropriate boundaries with patients and colleagues; avoids inappropriate sharing of health information of others; recognizes position as a role model for others.
• Self-Care: maintains personal health and hygiene; responds appropriately to concerns regarding personal well-being or performance; avoids harmful behaviors; avoids inappropriate remarks; adheres to local dress code.
  
• Sense of Duty: completes assigned duties; sets and achieves realistic goals; follows policies; responds promptly when called; is detail-oriented; demonstrates flexibility and understanding to ensure patient needs are met; volunteers one’s skills and expertise for the welfare of the community; seeks active roles in organizations.
• Social Responsibility: demonstrates an unselfish regard for others (altruism); advocates for quality in the care of patients recognizes and addresses the social determinants of health as applies to patients and communities; advocates for reducing disparities in health care; understands the threats to medical professionalism posed by conflicts of interest.
• Teamwork: works well with others; adheres to polices on authorship of documents; inspires trust; is respectful of different socioeconomic backgrounds and cultural traditions; is sensitive to team member needs; respects authority; provides honest, respectful feedback.
• Trustworthiness: displays honesty and ethical behaviors in all academic pursuits including study and research; is honest in interactions with patients, peers, and the community; does not report private academic information of other students.

Teacher-Learner Compact

In addition to the Attributes of Professionalism, all VTCSOM faculty, resident physicians, medical students and staff who serve in teaching or educational support roles must adhere to the VTCSOM Teacher-Learner Compact (below):

Teacher Commitments

• Professional Competence & Curricular Excellence: Keep professional knowledge and teaching skills current; uphold curriculum quality.
• Professionalism & Ethical Conduct: Model integrity in all interactions; intervene when witnessing unprofessional behavior or mistreatment is observed.
• Respect & Inclusivity: Treat learners, patients, and colleagues with respect regardless of gender, race, age, religion, or orientation; oppose bias.
• Well-Being: Support learner efforts to achieve personal, professional, and family life balance.
• Recognition & Safe Reporting: Acknowledge academic achievement; ensure a safe environment for reporting concerns under this Compact.
• Duty of Instruction: Commit to instilling core professional attributes—integrity, empathy, altruism, compassion, courage, trustworthiness—in learners.

Learner Commitments

• Achievement of Educational Objectives: Acquire required knowledge, skills, attitudes, and behaviors to meet all curricular goals.
• Professional Virtues: Demonstrate integrity, empathy, altruism, compassion, respect, honesty, courage, and trustworthiness.
• Respect & Inclusivity: Respect patients, peers, faculty, and staff without bias based on gender, race, religion, national origin, or sexual orientation.
• Professional Conduct: Maintain high standards in all interactions; support peers in fulfilling their professional responsibilities.
• Safe Reporting Environment: Contribute to an environment where members feel safe to speak up about Compact breaches.
• Personal Responsibility: Accept responsibility for embodying the professional attributes expected of physicians.

Alleged Professionalism Violations

Alleged professionalism violations related to student conduct and academic integrity are handled through the Virginia Tech Student Code of Conduct and the VTCSOM Doctor of Medicine Honor Code, respectively. Allegations of gender-based misconduct are handled by the VT Title IX Office. Other concerns regarding potential student violations of either the Attributes of Professionalism or Teacher-Learner Compact may be addressed by the Medical Student Performance and Promotion Committee (MSPPC) in an incremental process that may ultimately lead to a student status hearing as outlined below.

3.0      Procedures

Reporting of a Professionalism Concern

Student professionalism concerns can be formally reported through several different mechanisms:

1. Submission through an anonymous, de-identified online platform (The BEACON).
2. Documentation within a course, clerkship, elective, or faculty evaluation in One45.
3. Written or direct (verbal or in-person) communication to the course, clerkship, elective, or phase director serving as the student’s direct supervisor in the context in which the concerning behavior occurred.
4. Written or direct (verbal or in-person) communication to the Associate Dean for Educational Affairs, Associate Dean for Student Affairs, or the Senior Associate Dean for Medical Education.

Professionalism Concern Management

VTCSOM follows an incremental process for addressing student professionalism concerns which may ultimately result in communication with or action by the MSPPC. Severity, frequency, and impact on the clinical learning environment will be considered when determining the appropriate escalation level; accordingly, concern management may commence at any level of the process, including higher levels, rather than beginning at Level 1.

Level 1: Initial Concern

• Trigger / Threshold
  • Report through a mechanism described above.
  • A professionalism concern is identified through a summative harmonized milestone assessment.
  • A professionalism concern rises to the attention of school leadership.
• Process
  • Student meets with the Associate Dean for Student Affairs, Associate Dean for Educational Affairs, or both.
  • Student is invited to share their perspective.
  • Professionalism expectations are reviewed.
  • An Individualized Learning Plan may be developed, if appropriate.
• Outcome
  • Concern is resolved through discussion, reflection, and expectation-setting.
  • Documentation will be retained in student affairs but does not automatically escalate.
• MSPPC Involvement
  • None

Level 2: Escalated Concern

• Trigger / Threshold
  • Repetitive or recurring professionalism behaviors are noted.
• Process
  • Concern is escalated to include Senior Associate Dean of Medical Education in meeting with student.
  • A broader review of the student's professionalism history may occur.
  • Additional expectations or corrective actions may be outlined. 
• Outcome
  • Increased oversight and expectation for measurable improvement.
  • Documentation maintained in student affairs.
  • Refer to MSPPC policy for report process
• MSPPC Involvement
  • Report

Level 3: MSPPC Review

• Trigger / Threshold
  • Resolution cannot be reached at Level 2, or
  • Persistent, escalating, or significant professionalism concerns persist.
• Process
  • Concern is formally forwarded in writing to the Chair of MSPPC.
  • Refer to MSPPC policy for review process.
• Outcome
  • Refer to MSPPC policy for possible outcomes, which can include recommended learning plan, dismissal of allegation, or recommendation for student status hearing.
• MSPPC Involvement
  • Review

Level 4: MSPPC Student Status Hearing

• Trigger / Threshold
  • Resolution cannot be reached at Level 3, or
  • Persistent, escalating, or significant professionalism concerns persist, or
  • MSPPC recommended student status hearing in Level 3
• Process
  • Refer to MSPPC policy for process of student status hearing
• Outcome
  • Refer to MSPPC policy for possible outcomes which can include finding complaint without merit, a professionalism educational assignment, probation, suspension, or dismissal 
• MSPPC Involvement
  • Student Status Hearing

Once a professionalism concern progresses to a Level 3 review or higher, students are expected to maintain the confidentiality of the proceedings and limit discussion of the case to appropriate support persons (e.g., advisors, mentors, legal counsel, or mental health professionals) unless otherwise authorized. Unauthorized disclosure that interferes with the integrity of the process or constitutes retaliation may result in referral to the MSPPC for review.

At any point in the process, the Associate Dean for Student Affairs may request that the student undergo a psychiatric, psychological, and/or substance use evaluation as part of the initial or subsequent review of the matter. The results of this mandated assessment must be made available to the Associate Dean for Student Affairs as well as the Chair of the MSPPC should the MSPPC become involved.

If the student’s continued presence in academic or in a clinical setting poses a potential risk to safety or well-being, the student may be suspended and barred from campus by agreement of the Associate Dean for Student Affairs, Associate Dean for Educational Affairs, and the Senior Associate Dean for Medical Education, pending an MSPPC student status hearing. The Dean must be notified in writing, and an emergency MSPPC meeting will be held within five business days to review the situation and make recommendations. The suspension status will be reviewed during this meeting and may be extended by MSPPC decision. Refer to VTCSOM Policy No. SA-4301 (Medical Student Performance and Promotion Committee) for details regarding a student status hearing.

4.0      References

• VT Policy 8300 Virginia Tech Student Code of Conduct
• VTCSOM Doctor of Medicine Honor Code EA-3401
• VTCSOM Learning Environment and Student Mistreatment Policy EA-3403
• VTCSOM Medical Student Performance and Promotion Committee SA-4301

5.0      Approval and Revisions

Approved by the Medical Curriculum Committee on May 21, 2026