91»áËù

MU-WCOM is dedicated to the promotion of a learning environment that is conducive to the ongoing development of professional behaviors in students, faculty, staff, and administration and is one in which all individuals exhibit mutual respect. This includes facilitating the exposure of learners to aspects of quality and safety, cultural competence, and interprofessional collaborative practice.  

• Act in accordance with the Franciscan Values. This includes respecting the Dignity of the Individual for others (faculty, peers, staff, faculty, and administration), including their rights, values, lifestyles, opinions, and religious, ethnic, and socioeconomic backgrounds, and choices, even when they differ from your own. 
• Promote unity in values, culture, race, color, citizenship, national origin, regional origin, religion/spirituality (and atheism), sex, sexual orientation, gender identity or expression, marital or parental status, disease state, age, disability, genetic information, military or veteran status, political affiliation, belief statements, world views, or any other legally protected status. To this end, it is MU-WCOM’s expectation that the community’s commitment to diversity, inclusion, and equity will be reflected by behaviors in the classroom, in active learning environments, in research environments, and in oral, written, or visual presentations (e.g., syllabi, PowerPoints, abstracts, manuscripts). 
• Incorporate osteopathic principles and practice, including manipulative medicine that requires physical contact (palpation) between students, faculty, staff, and simulated patients, while accommodating reasonable requests for accommodations and assuring that the minimum technical standards are met.

Educators and administrators shall:

• Strive to ensure that the learning environment is safe and conducive to open communication and robust interactions between faculty and learners. The learning environment promotes the acquisition of knowledge and fosters attitudes and skills required for the sustained professional practice of medicine and results in master adaptive learners. This learning environment also makes room for questions of faith and encourages our students to explore the intersection of faith and reason. Such activities require an environment that is free from harassment, discrimination, retaliation, or other inappropriate conduct. 
• Facilitate instruction and course content that is patient-centered. The education a student receives will encompass many scenarios encountered with patient care. These encounters are taught based upon the requirements of national, state, and professional organizations. Understanding the nature and needs of each unique, individual patient is paramount to becoming the best possible physician and delivering the excellent care patients deserve. 
• Promote a learning environment that is conducive to the ongoing development of professional behaviors in students, faculty, and staff and is one in which all individuals are treated with respect. Learning activities incorporate exposure to aspects of patient quality of care and safety, cultural competence, and interprofessional collaborative practice.  

Learners at the 91»áËù Tom and Julie Wood College of Osteopathic Medicine shall:

• Participate in all learning activities, including Osteopathic Manipulative Medicine laboratory sessions and Clinical Care Encounters. It is imperative to the educational process that engagement in examination and treatment experiences be conducted in a respectful and professional manner by all participants.  
• Meet standards of behavior that fall under the definition of “professionalism.” In the medical profession, this relates to qualities such as trust, respect, integrity, and competence to patients and the general public.
• Adhere to the standards of the profession as put forth by the  whose fundamental principles are social justice, patient autonomy, and the primacy of patient welfare.
• Demonstrate the balance of selfcare with selfless behavior while maintaining a teachable attitude, including giving and receiving constructive feedback, and being present and accountable, prepared, and engaged.