EA-3403 Learning Environment and Student Mistreatment Policy

1.0      Purpose

This policy establishes the standards, expectations, and institutional processes for maintaining a respectful and professional learning environment for all VTCSOM students across educational and clinical settings. The VTCSOM Student Professionalism Policy includes the Teacher–Learner Compact, which defines mutual professional expectations for faculty, residents, students, and staff, and all members of the academic community are expected to adhere to its principles as part of their professional responsibilities. This policy defines mistreatment and establishes mechanisms for reporting and addressing concerns to ensure timely and appropriate institutional response, grounded in respect, accountability, and continuous improvement.

2.0      Policy

VTCSOM is committed to maintaining a respectful and inclusive learning environment free from mistreatment, discrimination, harassment, coercion, or other behaviors that negatively affect student learning or well-being. All members of the academic community, including faculty, residents, staff, students, and other healthcare professionals, are expected to uphold professional standards consistent with institutional values and applicable law. Mistreatment is defined as any behavior that demonstrates disrespect for an individual’s dignity or interferes with the learning process, including discrimination, harassment, humiliation, intimidation, or abusive conduct. Such behaviors are unacceptable in all educational and clinical settings and are subject to institutional review.

VTCSOM addresses mistreatment through structured reporting mechanisms and integrated governance processes that include the Learning Environment Advocacy Committee (LEAC) and the Medical Curriculum Committee (MCC). LEAC serves as the primary response and accountability body responsible for receiving reports, conducting de-identified case review, assessing urgency, categorizing concerns, identifying patterns at the individual and program level, and recommending appropriate interventions or escalation when warranted. The MCC reviews aggregated, de-identified data from LEAC, curricular evaluations, student feedback, and programmatic reviews to identify trends, evaluate the learning environment at the institutional level, and guide curriculum and program improvement. These processes ensure a coordinated approach in which individual concerns are addressed through LEAC and system-level improvements are implemented through MCC.

For discrimination and sexual harassment, the Virginia Tech policies on Title VI and Title IX are in effect (VT Policies 1025 and 1026). Examples of these types of behaviors can include:

• Offensive sexist remarks or names
• Unwanted sexual advances
• Denial of opportunities based on a federally protected classification (e.g., gender, race)
• Racist or ethnically offensive remarks or names

Incidents of mistreatment that are categorized under policies 1025 and 1026 are reported to and managed by the Office for Civil Rights Compliance and Prevention Education (CRCPE).

Examples of mistreatment covered under this policy include, but are not limited to, the following:

• Threatening or abusive language, profanity, or language that can be perceived as rude, threatening, demeaning, sarcastic, loud, or offensive
• Public embarrassment, belittling or humiliating behaviors
• Intentional neglect or exclusion from communications
• Requirements that personal services such as babysitting, shopping, or personal errands be performed
• Threats of and/or actual physical harm, such as hitting, slapping, and kicking
• Denied opportunities for education

3.0      Procedures

Mistreatment Reporting Mechanisms

VTCSOM maintains multiple mechanisms for reporting, reviewing, and addressing concerns related to mistreatment in a timely, confidential, and structured manner. Concerns may be submitted through several mechanisms:

• Through a course, clerkship, elective, or faculty evaluation in One45
• Through an anonymous and de-identified online platform (the VTCSOM BEACON)
• Through direct report of a concern to a member of the Learning Environment Advocacy Committee (LEAC) or any member of the Dean’s leadership team in person, by email, or by phone.
• For Title VI and Title IX related incidents, a student may elect to use the reporting mechanisms above or directly contact the Office for Civil Rights Compliance and Prevention Education (CRCPE). Any Title VI or Title IX incidents reported through VTCSOM mechanisms must be reported to CRCPE in accordance with VT Policies 1025 and 1026.

Note that if a staff/faculty member, resident, or administrator becomes aware of any conduct that might reasonably be construed as discrimination or harassment based on a protected characteristic, they must promptly report that information to CRCPE, regardless of the individual’s reporting preferences.

If a student experiences sexual misconduct or discrimination based on a protected characteristic, they may seek confidential advice on services and reporting options from the following:

• University Ombuds Office staff
• Graduate School Office of the Ombudsperson,
• Schiffert Health Center,
• Cook Counseling Center, and the
• CARES program staff.

If a student is uncertain which reporting pathway applies, they may contact leadership in the Office of Student Affairs, Office of Educational Affairs, or a LEAC member for guidance. VTCSOM will assist in connecting them with the appropriate university office or process, including CRCPE when required.

Learning Environment Advocacy Committee Review and Case Management

All reports submitted through the above mechanisms are investigated by the VTCSOM Learning Environment Advocacy Committee (LEAC). LEAC reviews, categorizes, and documents reports of mistreatment and actions taken to address student mistreatment.

All reports are reviewed by committee advisors upon receipt to be triaged and assessed for student safety, and a decision is made as to whether the issue needs immediate attention.  If a report is urgent, it is addressed prior to the next LEAC meeting. If the report is not urgent, the issue is reviewed in full detail by the senior advisors (and when appropriate, other advisors) to determine if the report likely impacts the learning environment. For issues that are less clear or initially not deemed appropriate for formal LEAC review, the senior advisors, committee chair, and LEAC student representatives in the “Triage Committee” (and when appropriate, other advisors) review and determine if any should, in fact, move forward to LEAC. Reports are presented to LEAC in de-identified format. The names of individuals involved are not shared with the full committee. Unless a concern requires immediate action, follow up on concerns does not occur until after final course or clinical rotation grades have been submitted to ensure that no retaliation takes place.

Reports are categorized by LEAC as described below. The reports are cataloged, assigned an ID number and tracked over time, so that behavior patterns are identifiable and categorization is consistent.

1. Mistreatment or unprofessional behaviors were reviewed, founded, and egregious: Perceptions of the incident from the reporting individual were substantiated. Additionally, the behaviors met the description of “egregious unprofessional behaviors.” Egregious unprofessional behavior is defined as any behavior deemed conspicuously unacceptable or unprofessional in a medical setting, including but not limited to acts of workplace violence, harassment, discrimination, or other behaviors that are considered unlawful. Additionally, behaviors such as intimidation, threats, physical attacks, property damage, stalking, bullying, or coercion fall into this category. Examples include asking for sexual favors in exchange for grades or learning opportunities, hate speech, or verbal abuse. These unprofessional behaviors require immediate individual action plans/interventions and would result in mandated reviews outside the committee (e.g., by human resources), as appropriate to the reported action. The committee may also consider patterns of non-egregious behavior that have failed to respond to feedback and determine that the pattern is egregious if the committee finds that, despite multiple efforts to remediate non-egregious unprofessional behaviors, the behaviors have persisted. Any finding of behavior in category A results in notification to the dean for further review.
2. Mistreatment or unprofessional behaviors were reviewed, founded and not egregious: Perceptions of the incident from the reporting individual were validated, and the incident was founded as mistreatment or unprofessional behavior. The reported behavior did not meet the description of egregious. For a single episode in category B, committee members provide feedback to the individual reported and to the course director or supervisor of the individual. Three or more episodes of events in category B over any three-year period trigger a LEAC review, which may result in recommendations to the dean, which could include mentoring, remediation of teaching skills, and/or time away from teaching.

Categories C, D, and E are not considered learning environment violations.

3. Mistreatment or unprofessional behaviors were not found: The report was followed up and discussed by the committee. A determination of mistreatment or unprofessional behavior was not made, either due to insufficient information to corroborate the report or because the gathered information did not support a conclusion of mistreatment or unprofessional behavior. All concerns in category C have been shared with the individuals involved and/or their departments, including if the committee found that the learning environment was impacted. Reports in this category are not learning environment violations.
4. Insufficient information to follow up on the incident: The report provided insufficient information for any follow-up. No communication about the concern was made back to the individual or department because the committee did not have enough information to act further.
5. Unprofessional behaviors that are not a learning environment violation were reported: With guidance from advisory members, these reports are referred to appropriate individuals or committees within the medical school. They are not categorized as learning environment violations.

All reports are categorized and cataloged. Record keeping helps ensure that committee responses are consistent over time and that patterns of behaviors are identifiable.

Evaluation of the Learning Environment

VTCSOM uses a systematic approach to monitor the learning environment, capturing both individual concerns and broader trends related to student experience, professionalism, and educational quality. Data are obtained through clerkship and faculty evaluations, anonymous reporting systems, required training for faculty and staff, and a biannual learning environment survey. This data is used to inform continuous quality improvement efforts and to monitor the effectiveness of interventions over time.

Mistreatment Reporting and Review (LEAC)

The Learning Environment Advocacy Committee (LEAC) is responsible for receiving, reviewing, categorizing, and responding to reports of mistreatment at the individual and program level. LEAC evaluates reports, conducts de-identified review, identifies patterns of concern when present, and recommends actions or escalation when concerns are substantiated. LEAC provides feedback to the individuals and programs involved and contributes de-identified findings to institutional leadership through established governance processes to support continuous improvement of the learning environment. LEAC does not adjudicate student academic status or disciplinary outcomes, which are addressed through separate institutional processes, including the Medical Student Performance and Promotion Committee.

Learning Environment Monitoring and Institutional Action (MCC and Educational Governance)

The Medical Curriculum Committee (MCC) reviews aggregated, de-identified data from LEAC, course, clerkship, and elective evaluations, phase and curricular reviews, and the annual Clinical and Curricular Learning Environment Action Report (C-CLEAR) to identify system-level trends, assess the learning environment at the program level, and guide curricular and structural improvements. MCC is responsible for curriculum governance and continuous educational quality improvement based on these data sources. MCC does not review individual cases or participate in the investigation of mistreatment reports.

Institutional Prevention and Education

VTCSOM promotes a respectful learning environment through ongoing education, onboarding, and clear professional expectations for all members of the academic community. Faculty, residents, students, and staff are expected to uphold professional standards consistent with institutional values, the Teacher-Learner Compact, and applicable law, including participation in required training and orientation related to professionalism and the learning environment. These expectations are reinforced through periodic education for faculty, residents, and staff and through affiliation agreements with clinical partners that support consistent standards for a respectful and professional learning environment across all training sites. All Carilion Clinic/VTCSOM faculty are required to complete a learning environment module discussing mistreatment. All new Carilion Clinic/VTCSOM faculty and residents receive information about the medical school, professionalism, and the learning environment during new employee orientation.

4.0      References

• Virginia Tech Policy 1025 (Harassment, Discrimination and Sexual Assault)
• Virginia Tech Policy 1026 (Title IX Sexual Harassment and Responsible Employee Reporting)
• Virginia Tech Policy 5616 (Campus and Workplace Violence Prevention)
• Virginia Tech Policy 8300 (Student Code of Conduct)
• VTCSOM Student Professionalism Policy: Attributes of Professionalism, Teacher–Learner Compact, Reporting, and Concern Management EA-3402
• Assistant Dean for Vitality & Career Development and Title IX Liaison

5.0      Approval and Revisions

Approved by the Medical Curriculum Committee on May 21, 2026