The Beth Israel Deaconess Medical Center recognizes medical education as
central to its mission. This statement outlines the principles supported by
the BIDMC community to support and strengthen "a culture of education" at
this medical center.
General Principles. All faculty and trainees can expect:
To advocate for his/her patients' best interests, and to provide
compassionate, appropriate, and effective patient care and education.
To participate in high quality educational experiences in an institution
committed to the development of competent, compassionate, ethical
To teach and learn in a safe and humane environment where education is a
primary goal, without compromising patient care.
To uphold ethical norms of integrity, honesty, behavior, and reliability,
and to cultivate the practice of professionalism.
To identify and develop their own practices of life-long and systems-based
To fulfill his/her responsibilities as a member of the health care team.
To communicate freely with faculty and trainees.
To contribute to the design of the educational process and the evaluation
of educational programs.
To participate in the Medical Center community in ways which enhance the
academic and social environment.
To have adequate teaching, learning, and testing environments, with access
to appropriate technologies.
To promote a safe environment by reporting unprofessional conduct or any
behavior affecting patient care to the appropriate individual or authority,
without fear of reprisal.
In addition to the General Principles, all trainees (interns, residents,
fellows and students) can expect:
To be governed by clearly stated and justifiable academic procedures, rules
To be informed of educational goals and objectives at the outset of the
To be informed at the outset of the course/program of grading and
evaluation criteria and the processes by which grades and evaluations are
To receive formative evaluation at specified times during the educational
experience regarding academic and clinical performance, to summative
evaluation in writing, and the opportunity to discuss evaluations in person
To be informed of institutional policies and procedures.
To receive individual guidance and assistance in matters of career and
To have resources made available for support in matters pertaining to
medical and psychological health.
Adequate resources such as on-call rooms, bed and shower facilities, and
24-hour access to food.
In addition, all interns, residents and fellows can expect:
To be treated as professional colleagues and junior members of the faculty
in the care of patients and in the academic community.
To have meaningful and significant representation at their institutions and
in state/national organizations on matters concerning all aspects of their
Medical students can expect:
To be treated with respect and as contributing members of the health care
In addition to the General Principles, faculty members can expect:
Time for teaching, for acknowledgement of their teaching contributions on
an annual basis, and to formal communication about the remuneration
processes for their teaching efforts, according to methodologies determined
by BIDMC and HMS administrators responsible for education.
The support of BIDMC and HMS (as represented by their Department Chair,
Course/Program Director(s), and BIDMC Education Center) as they present
their teaching contributions in the context of their teaching portfolio in
consideration for academic promotion.
Access to, and support for, faculty development and continuing medical
All trainees have the responsibility:
To ask questions that promote their understanding of their discipline and
their care of patients.
To know and act in accordance with one's own cognitive, physical, and
To take steps to act on constructive criticism.
To acknowledge his/her own mistakes and take steps to correct them.
To devote appropriate time and effort to self-care.
To be respectful of their colleagues, nurses, and teachers.
Faculty members have the responsibility:
To be appropriate role models in providing compassionate patient care.
To teach trainees as junior colleagues and future professionals, at a level
appropriate to the trainee's learning needs.
To contribute to the establishment of a learning environment that fosters
mutual trust and inquiry.
To provide appropriate supervision for trainees.
To be familiar with the curricular context of the course/program(s) in
which they participate.
To be aware of the goals and objectives of the educational experience, and
the criteria for grading and performance evaluation, and to communicate
these to trainees.
To be accessible to trainees, and responsive to trainee questions and
To communicate problems with a learner's knowledge, skills, and behaviors
to the learner and, when appropriate, to other educators who share
responsibility for the learner's education (e.g., Society Master,
Course/Clerkship/Program Director). This feedback should be given in a
timely and constructive manner that provides guidance or instruction for
To provide mentorship and advising, formally and informally.
To serve the academic community in matters of curriculum planning and
related committee work.
To update his/her own knowledge and skills, and to incorporate this new
learning into teaching.
To be actively involved in the intellectual discussions of the profession,
particularly as a member of the research and health care teams.
Approved by the Graduate Medical Education Committee: December 13, 2004
Approved by the Medical Executive Committee: December 15, 2004