Teacher-Learner Expectations in UME

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Highlighted on this page are specific medical student policies and guidelines that the School of Medicine uses to guide its operations and that unite us in our mission to nurture students to become physicians committed to excellence and leaders in innovation, research, health, education, advocacy, and humanistic care.

Our Commitment to the Highest Quality Learning Environment

UCLA Faculty are expected to uphold professional conduct standards described in UCLA’s Faculty Code of Conduct. DGSOM is committed to maintaining a positive learning environment where there is mutual respect between students, teachers, peers, patients, and all members of the education and health care teams. In addition to the AAMC teaching guidelines and expectations DGSOM has also developed a Positive Learning Environment Framework to support this commitment.

Positive Learning Environment Framework

DGSOM’s Cultural North Star helps us build and maintain an inclusive, mission-driven culture by mapping our decisions, actions, and interactions to a shared framework. Our Positive Learning Environment Expectations & Mistreatment Reporting Policy reflects our commitment to maintaining an environment where there is mutual respect between students, teachers, peers, patients, and all members of the education and health care teams. In addition, it reinforces our pledge to zero tolerance for mistreatment of any kind, including any form of retaliation against those who report mistreatment. The Mistreatment Incident Reporting Form (MIRF) is available for reporting any potential incidents of mistreatment. The highlighted framework below outlines shared expectations and behaviors that promote a professional, respectful, inclusive, and supportive learning environment for trainees across all educational settings. It aligns with LCME Standards (particularly Standard 3) and reflects best practices across peer LCME-accredited medical schools.

Purpose and Core Principles

• Foster a learning environment that is respectful, inclusive, and psychologically safe.
• Support student learning, professional development, and well-being.
• Promote accountability and shared responsibility across all members of the academic community.

Shared Accountability

• All members of the learning environment—students, faculty, residents, staff, and administrators—share responsibility for upholding professional standards.
• Educational hierarchy exists to support learning and patient care and must not be used to intimidate, demean, or exploit learners.

Expected Behaviors

• Treat all individuals with respect, dignity, and fairness.
• Provide constructive, timely, and respectful feedback focused on learning.
• Encourage curiosity, questions, and open dialogue without fear of humiliation or retaliation.
• Demonstrate inclusive behaviors that recognize and value diverse backgrounds, identities, and perspectives.

Additional Learning Environment Policies

Each campus and affiliated clinical site must provide adequate study space, relaxation areas, and secure storage. Please be familiar with these specific locations at your site. In addition, educators and on-site personnel should be aware of the Occupational Risk Protocols in place if a medical student is exposed to an infectious/environmental hazard or other occupational injury. 

The Pre-clerkship Student Workload Policy and Clinical Duty Hours Policy support student wellbeing through reasonable work hours and balanced workload expectations. The DGSOM Shared Learning Environment Expectations outline expectations for curriculum delivery, participation, and performance by all who share the learning environment. Medical students are also expected to follow DGSOM’s Attendance Policies, including procedures for excused absences from class or clinical activities to access health services.

To avoid conflicts between clinical care and assessment, faculty and students must notify the Associate Dean for Student Affairs, Associate Dean for Curriculum, or the respective Course/Clerkship Director when a new student/faculty assignment is needed because the faculty member has provided clinical care to, or has a family, personal, or social relationship with, the student. This process is outlined in the Duality of Interest Statements.

UCLA Police’s Emergency Procedures and DGSOM’s Emergency and Help Lines provide resources to support learner safety and emergency response.

Medical Education Objectives, Requirements, and Technical Non-Academic Standards

DGSOM medical students are expected to demonstrate competencies described in the Program Objectives, Required Course Learning Objectives and Required Clinical Experiences, and related graduation requirements. Educators should be familiar with these expectations.

The Technical Non-Academic Standards define the essential abilities and characteristics required, in conjunction with academic standards established by the faculty, for admission, promotion, and graduation. Students with an existing or newly developed disability who seek an accommodation must notify the UCLA Center for Accessible Education (CAE) in writing and provide appropriate documentation before the coursework or educational activity for which the accommodation is needed.

Delivery of Exceptional Curriculum with Robust Supervision and Assessment

DGSOM is committed to ensuring that students have meaningful patient care responsibilities and appropriate supervision, consistent with the clinical supervision policy, during required and elective clinical activities. Educators are expected to submit timely student assessments in MyCourses so that students receive summative grades within six weeks of completing a course and within four weeks for elective rotations, in accordance with the Grading Policies.

Teaching resources and guidelines, including FERPA, supporting learners with disabilities, Resident as Teacher modules, and the One-Minute Preceptor PDF, are available online. The Learner Assessment & Faculty Evaluation in UME section includes Student Performance Evaluation (SPE) resources, assessment and evaluation how-to guides, and a training module on ways to improve narrative feedback. Additional professional development opportunities are available to support orientation to core competencies and long-term career goals.

Guaranteeing Clear and Transparent Operational Procedures

Each medical education policy has undergone review and approval by the Dean’s Office and/or University of California shared governance partners, including the Faculty Executive Committee (FEC) and its standing subcommittees: the Medical Education Committee (MEC), Admissions Committee, Admissions Policy Committee, and the Committee on Academic Standing, Progress, and Promotion (CASPP). Questions regarding medical education policies may be directed to the Curricular Affairs Office.

The Anti-Discrimination Policy affirms the University’s commitment to a community free of discrimination, harassment, and retaliation, where participants in university programs and activities can work and learn together.

The Family Educational Rights and Privacy Act (FERPA) establishes requirements for protecting the privacy of student education records, including access to and release of records maintained by educational institutions. All faculty and staff are required to complete UCLA’s FERPA training if they have access to student records.

Students may appeal adverse decisions related to advancement, graduation, or dismissal as described in the Academic and Professional Standing Appeals Process. Students who cancel registration, withdraw, or take a leave of absence may be eligible for a full or partial fee refund under the UCLA Registrar’s Office Refund Policy.