Standards of Conduct
2014 Intern and Resident Orientation
Barbara C. Cahill, M.D.
Associate Dean
Professionalism, Evaluation and Learning
Professionalism - Where does it fit?
Professionalism
?
Clinical Competence
Ethical and Legal Foundations
Medical Knowledge, Communication Skills
Professionalism Tenets
Excellence
Accountability
Altruism
Humanism
School of Medicine Standards of Conduct
Everything counts
Hierarchy
Resident Professional Conduct Policy
http://medicine.utah.edu/gme/policies/index.php
Social Networking
Mistreatment
Professional Behavior in the Clinical
Educational Environment
Examples of behaviors or situations that are unacceptable
include, but are not limited to:
discrimination based on race, color, religion, national origin,
gender, age, sexual orientation, disability, and veteran status
sexual harassment
unwanted physical contact
verbal abuse, profanity, or demeaning comments
Inappropriate Behaviors
inappropriate or unprofessional criticism which belittles, embarrasses,
or humiliates
unreasonable requests to perform personal services
grading used to punish or reward for nonacademic activities rather
than to evaluate performance
a pattern of intentional neglect or intentional lack of communication
requiring residents to perform tasks beyond their level of competency
without adequate supervision
work hour expectations that exceed resident work hour guidelines
Addressing Mistreatment
If you feel you have been mistreated, you have the right to seek
remedy
This process shall be free of retaliation
Seek remedy at the most informal level that will adequately address
concerns
Meet with the individual involved and come to an informal mutually
agreed upon resolution
Meet with the Program Director (or other) to formally or informally
report an alleged infraction
Allegations of illegal discrimination or sexual harassment should be
referred to:
The Office of Equal Opportunity and Affirmative Action
(801-581-8365)
Social Networking
Beware of what you consider “private”
Don’t violate patient confidentiality
don’t blog about patients, even anonymously
Separate personal and professional content online
maintain ethical boundaries and legal obligations
The University may take action against you for disclosures of
confidential information
Program specific policies about social networking – ask!
2013 Graduation Questionnaire
Mistreatment
Percent who indicated they personally experienced any
of the listed types of mistreatment, excluding 'publicly
embarrassed.'
U of U
(n=62)
All Schools
(n=13,146)
Yes
57.9
42.1
No
40.3
57.9
2013 AAMC GQ - Types of Mistreatment Reported
Sexual favors for grades, rewards
Lower evaluations/sexual orientation
Threatened with physical harm
Physically harmed
Offensive remarks, names/sexual…
Denied opportunities/sexual…
Unwanted sexual advances
All Schools
Lower evaluations/race, ethnicity
Utah
Denied opportunities/race, ethnicity
Racially, ethnically offensive remarks
Lower evaluations/gender
Denied opportunities/gender
Perform personal services
Offensive sexist remarks
Publicall humiliated
Publically embarassed
0
20
40
60
2013 AAMC GQ - Sources of Reported Mistreatment
Publicly Humiliated
Student
Pre-clerkship faculty
Other employee
All Schools 2013
Clerkship faculty (classroom)
Utah 2013
Administrator
Nurse
Resident/Intern
Clerkship faculty (clinical setting)
0
10
20
30
If there were any incidents of these behaviors that
you did not report, why didn't you report them?
Incident not important enough to report
I resolved the issue myself
I did not think anything would be done about it
Fear of reprisal
I did not know what to do
Other
UU
(%)
41
19
51
60
11
19
All Schools
(%)
57
19
37
28
12
8
Number of respondents
37
5,538
2013 AAMC Graduation Questionnaire
Residents Reporting Some Perceived Mistreatment
Learning, Satisfaction, and Mistreatment During Medical Internship: A National Survey of Working
Conditions. JAMA. 1998;279(15):1194-1199.
Be that Physician
Your behavior reflects our profession’s contract with society
•Adhere to the highest ethical & moral standards
•Demonstrate a continuous commitment to clinical excellence
and to scholarship
•Exercise accountability for yourself and colleagues
•Learn to manage stress
•Model professional tenets
•Lead in a manner that promotes learning