Professionalism and Conduct

Guiding Principles of Professionalism

At the David Geffen School of Medicine at UCLA, professionalism is as important as academic performance. We recognize professionalism not as a static trait, but as a lifelong journey of growth, reflection, and self-awareness. This journey begins on the first day of medical school and is supported through mentorship, feedback, coaching, and opportunities for repair. These commitments are guided by the principles of our Cultural North Star: Do What’s Right, Make Things Better, Be Kind. Our expectations of professional behavior begin the first day at DGSOM and include:

• A commitment to professional excellence through an iterative process of professional identity formation
• Integrity exemplified by demonstrating exemplary moral and ethical character
• Intellectual and academic honesty
• Respect and compassion for others
• Commitment to fostering an inclusive and tolerant learning community

 Professional Responsibilities and Expectations

We expect medical students, as future physicians, to demonstrate exceptional professionalism. Medical students, faculty, and staff share responsibility for upholding professional standards as defined in both the DGSOM Professionalism Policy and the UCLA Health Code of Conduct. These policies are complementary: one emphasizes formative growth and identity development in academic settings, and the other outlines essential conduct for clinical practice and patient safety. All students shall adhere to the DGSOM Honor Code, the UCLA Student Conduct Code, the UCLA Health Code of Conduct, the UCLA Housing Policy, other University Policies, including but not limited to, current and future guidance on the appropriate use of Artificial Intelligence (AI). Students must also meet the DGSOM Non-Academic Technical Standards.

 The following are DGSOM expectations for professional behavior:

Professional Responsibility and Judgment

• Adhere to the standards of the profession outlined in the ABIM Physician Charter whose fundamental principles are social justice, patient autonomy, and the primacy of patient welfare
• Meet all educational, administrative, and clinical responsibilities by expected deadlines
• Seek feedback from supervisors to continually improve the educational experience, including the development of clinical knowledge and skills
• Recognize limitations and seek help when in situations where expertise, knowledge, or level of experience is insufficient
• Actively contribute to a safe learning environment in the classroom, clinical setting, and laboratory that promotes a culture of fairness, respect, equity and dignity
• Attend to one’s physical and emotional well-being, and support peers and other community members through challenges in their academic, professional, and personal lives
• Refrain from using any substance and/or medication in a manner that may compromise judgment, safety, or the ability to contribute to a safe and effective learning environment

Honesty, Integrity, and Confidentiality

• Prioritize the interests and well-being of patients
• Treat patient medical records and patient/family communications as confidential as per HIPAA regulations, and follow compliance and confidentiality guidelines for social media and conversations in public places.
• Proactively assume responsibility for mistakes in a mature and honest manner and develop productive strategies for correcting them
• Demonstrate academic and scholarly honesty
• Provide thoughtful constructive feedback to others to facilitate ongoing improvement of the curriculum and learning environment

 Respect and Compassion for Others

• Be respectful of everyone, including faculty, peers, residents, staff, and patients, with respect to their time, rights, values, religious, ethnic, racial, ability, sex, gender, sexual orientation, gender identity, age, and socioeconomic backgrounds. There is no tolerance for any behavior that discriminates against another individual or group of individuals.
• Communicate respectfully, honoring everyone’s right to hold differing opinions and beliefs.
• Maintain professional relationships with patients, faculty, staff, peers, and residents
• Demonstrate care and compassion for others, both within and outside of the learning environment
• Seek to constructively approach conflict resolution with others in a way that centers mutual respect and the importance of our learning community

Violation of Professionalism Policy 

Expectations for professional behavior are amplified in settings where medical students interface with and care for patients and as they assume a greater personal responsibility for patient care.  The following are examples of violations of the David Geffen School of Medicine at UCLA (DGSOM) Professionalism Policy:

1. Breaches in Duty and Accountability

   1. Failing to fulfill responsibilities outlined in the syllabi of all DGSOM courses.
   2. Repeated acts of tardiness
   3. Lack of responsiveness to communication from staff, faculty, and/or other supervisors
   4. Failure to meet onboarding requirements in a timely manner
   5. Engaging in romantic or sexual relationships with patients or their families
   6. Failing to demonstrate empathy     

2. Breaches in Honor, Integrity, and Confidentiality

   1. Dishonesty
      Any form of academic or professional dishonesty represents a violation of the DGSOM Professionalism Policy and is subject to discipline. Such acts include but are not limited to cheating; plagiarism; falsifying information (including patient documentation and submitting false attendance); knowingly helping another student commit an act of academic dishonesty; and/or threatening personal or professional repercussions or discipline against an instructor to coerce the instructor to change a grade or otherwise evaluate the student’s work by criteria not directly reflective of their actual performance.
   2. Forgery
      Any act of forgery represents a violation of the DGSOM Professionalism Policy and is subject to discipline.  Such acts include but are not limited to forging or producing a false copy of a document, false signature, false banknote, or false body of work
   3. Violations of Privacy
      Making an audio/video recording; taking a photograph; streaming audio/video of any person or posting online any audio/video/photograph of an individual without that person’s knowledge and express consent.
      Sharing internal meetings details/communications/course materials meant only for the DGSOM community with outside individuals or entities without the express consent from organizer/author, or other actions that infringe upon copyright/intellectual property rights.
      Searching for and publishing private or identifying information about a particular individual on the internet (also known as doxing).

3.  Breaches in Respect and Compassion for Others

   1. Conduct that Threatens the Health or Safety of Others
      1. Such actions include but are not limited to threats; physical assault; the brandishing of any weapon; doxing, and intoxication or impairment by alcohol or controlled substances to the point that the student is unable to exercise care for one’s own safety or the safety of others.
   2. Theft, Damage or Destruction of Property
   3. Hazing, Harassing, or Disruptive Behavior
   4. Any acts or behavior that disrupt teaching, research, administration, or any or other DGSOM-related activities represent violations of the DGSOM Professionalism Policy.  Examples of prohibited behaviors that disrupt teaching, research, administration, or any or other DGSOM-related activities include but are not limited to:
      1. Obstructing the learning environment, including the classroom
      2. Interfering with other students’ ability to learn
      3. Creating a learning/work environment that is intimidating, hostile, or abusive
      4. Making false and/or defamatory statements against the institution, faculty, staff, trainees or other students, including on social media.

4. Violations of Federal and/or State Law

   1. Students may be subject to discipline on the basis of a conviction under any federal, California state, or local criminal law, when the conviction constitutes reasonable cause to believe that the student poses a threat to the health or safety of others.
   2. Students must immediately notify the Associate Dean of Students of any arrest, charge, or conviction occurring thereafter. Felony conviction or failure to disclose prior or new offenses can lead to disciplinary action by the school that may include dismissal.

5. Substance Use

   1.  The manufacturing, distribution, dispensing, possession, use, or sale of, or the attempted manufacturing, distribution, dispensing, possession, use, or sale of any controlled substances.
      NOTE:  This provision does not apply to circumstances wherein the person under the influence was given a controlled substance without their knowledge and/or permission.

NOTE:  Any reports of discrimination will be referred to the University’s Discrimination Prevention Office (DPO), which is responsible for assessing and investigating reports of discrimination or harassment based on race, ancestry, national origin, disability, religion, age, and other categories protected by law and University policy brought against academic personnel. Any reports of sexual harassment or sexual violence will be reported to the University’s Title IX Office. 

Responsibility and References

1. RESPONSIBILITY 
   Medical Students
2. REFERENCES
   LCME Element: 3.5 Learning Environment/Professionalism 
   DGSOM Honor Code
   UCLA Student Conduct Code
   UCLA Health Code of Conduct
   UCLA Housing Policy
   Additional University Policies, including but not limited to, current and future guidance on the appropriate use of Artificial Intelligence (AI)
   DGSOM Non-Academic Technical Standards.
3. OWNER 
   Student Affairs Office
4. APPROVED BY
   Faculty Executive Committee (FEC)
5. REVIEWED BY 
   Committee for Academic Standing, Progress and Promotion (CASPP)
   Curricular Affairs Office 
   Professionalism Council
   Student Affairs Office
6. REVIEWED DATE and REVIEW CYCLE 
   October 2025, 5-Year review cycle