Faculty

Standards of Conduct in the Teacher-Student Relationship

Policy Statement

The health professionals and faculty/staff who provide psychiatric/psychological/personal counseling or other sensitive medical and healthcare services to University (PHSU-ST. LOUIS) students will not be involved in the academic, professionalism, or disciplinary evaluation, promotion, or dismissal of students receiving those services.

Purpose of Policy

It is essential to have a separation of roles to ensure confidentiality in the provision of health and counseling services to PHSU-ST. LOUIS students and absence of conflict of interest in PHSU-ST. LOUIS student evaluations, promotions, and dismissal decisions.

Procedure

Members of the PHSU-ST. LOUIS faculty assigned to evaluate students or to make decisions regarding the promotion or possible disciplinary action of students for whom they have provided psychiatric/psychological/personal counseling or other sensitive health services are obliged to report the conflict of interest to the block or clerkship director so that the student or faculty/staff can be reassigned to preclude any conflict of interest, real, perceived, or potential.

Students who have been assigned to a course, preclinical experience or clinical clerkship rotation in which they would be evaluated by a member of the faculty or staff who has provided them with psychiatric/psychological counseling or other sensitive medical or health services, should report the real, perceived, or potential conflict of interest to the block or clerkship director as soon as they receive the assignment so that there will be no involvement of said faculty/staff in the academic evaluation or promotion of the student. Students that do not report such conflict of interest by 2 days after the initial contact with the faculty member forfeit their right to be assigned a different evaluator.

In the event that the student or faculty has not been re-assigned after reporting of the conflict, the student should report the matter to the Dean of Enrollment Management & Student Success for resolution. Similarly, if faculty or students are involved in a hearing for a possible adverse action related to academic, professionalism, or disciplinary matters, they should notify the Chairperson of the Student Promotion Committee or the Vice President of Students Affairs if one or more members of the hearing committee has provided a student with any psychiatric/psychological counseling or other sensitive medical or health services, so that the faculty can be excused from the committee.

Evaluation instruments shall include a disclaimer in which faculty members attest that they have not had a professional relationship with students that could affect their judgment upon evaluation of the students.

Standards of Conduct in the Teacher-Student Relationship

Ponce Health Sciences University adapts and incorporates the AAMC model of Standards of Conduct in the Teacher- Student Relationship, and encourages faculty and students to familiarize themselves and pledge adherence to this policy statement:

Preparation for a career in health care professions demands the acquisition of a large fund of knowledge and a host of special skills. It also demands the strengthening of those virtues that are expected in the health provider/patient relationship and that sustain the health profession as a moral enterprise. This policy statement serves both as a pledge and as a reminder to teachers and learners that their conduct in fulfilling their mutual obligations is the medium through which the profession inculcates its ethical values.

Commitments of Faculty

1. We pledge our utmost effort to ensure that all components of the educational program for students, interns, and residents are of high quality.
2. As mentors for our students, interns, and resident colleagues, we maintain high professional standards in all of our interactions with patients, colleagues, and staff.
3. We respect all students, interns, and residents as individuals, without regard to gender, race, national origin, religion, or sexual orientation; we will not tolerate anyone who manifests disrespect or who expresses biased attitudes towards any student, intern or resident.
4. We pledge that students, interns, and residents will have sufficient time to fulfill personal and family obligations, to enjoy recreational activities, and to obtain adequate rest. We monitor and, when necessary, reduce the time required to fulfill educational objectives, including time required for “call” on clinical rotations, to ensure student’s, intern’s, and resident’s wellbeing.
5. In nurturing both the intellectual and the personal development of students, interns, and residents, we celebrate expressions of professional attitudes and behaviors, as well as achievement of academic excellence.
6. We do not tolerate any abuse or exploitation of students, interns, or residents. We encourage any student, intern or resident who experiences mistreatment or who witnesses unprofessional behavior to report the facts immediately to appropriate faculty or staff; we treat all such reports as confidential and do not tolerate reprisals or retaliations of any kind.

Commitments of Students

1. We pledge our utmost effort to acquire the knowledge, skills, attitudes, and behaviors required to fulfill all educational objectives established by the faculty.
2. We cherish the professional virtues of honesty, compassion, integrity, loyalty and dependability.
3. We pledge to respect all faculty members and all students, interns, and residents as individuals, without regard to gender, race, national origin, religion, or sexual orientation.
4. As health professionals in training, we embrace the highest standards of the profession and pledge to conduct ourselves accordingly in all of our interactions with patients, faculty colleagues, and staff.

As well as fulfilling our own obligations as professionals, we pledge to assist our fellow students, in meeting their professional obligations.

Qualifications of Individual Instructional Faculty

INSTRUCTOR

1. Earned post-baccalaureate, master or doctoral degree.
2. This title is intended to indicate the initial step in an academic career. At the Medical School, the appointment of Instructor is the entry level rank for those who have completed their MD degree but are not board certified. Physicians provided the rank of instructor at PHSU may advance to the rank of Assistant Professor once they pass their specialty Boards.
3. Commitment to excellence in teaching, research, and clinical or community service is a requirement.

ASSISTANT PROFESSOR

1. Earned doctorate or terminal degree plus two (2) years teaching at the post-secondary educational level or a prior record of outstanding achievement or experience directly related to the academic field.
2. Demonstration of competence and originality in past practice or in potential in the instruction of courses in the field of concentration.
3. Demonstrated ability to do independent scholarly or creative work.
4. Demonstration of the aptitude and commitment to provide competent service on faculty committees, as an academic advisor, in extracurricular activities and in community service.
5. Commitment in principle and practice to the mission of the University.

ASSOCIATE PROFESSOR

1. Earned doctorate or terminal degree plus six (6) years teaching at the collegiate level or a prior record of outstanding achievement or experience directly related to the academic field. For pro- motion to Associate Professor at least two (2) consecutive years of the full-time University teaching must be at the University in the rank of Assistant Professor.
2. Maturity in teaching ability and continued interest in teaching skills and in enrichment of classroom presentations.
3. Continued evidence of scholarly or creative productivity.
4. Growth in extent and influence of services on faculty committees, as an academic advisor, in extracurricular activities, and in community projects.
5. Commitment in principle and practice to the mission of the University.

PROFESSOR

1. At least six (6) years teaching at the Associate level. For promotion to Professor, at least two (2) consecutive years of the full-time University teaching must be at the University in the rank of Associate Professor.
2. Contributions in scholarship or in creative work that approach or attain recognition in the field.
3. Leadership on faculty committees and in assistance with formulation of department policies and leadership in the projects of the larger University community.
4. Commitment in principle and practice to the mission of the University.

MD/MSMS Faculty

Israel Alvarado, PhD
Assistant Professor

Annessa Blackmun, DPM
Assistant Professor

Shannon Green, DC
Assistant Professor

Keith Hecht, PharmD (Dr of Pharmacy)
Adjunct Professor

Md Ashaful Islam, MD
Assistant Professor

Chad Lewis, PhD, BCBA-D LBA-MO
Adjunct Professor

Felix Matos, PhD
Assistant Professor

Stephanie Nygard, PhD
Assistant Professor

Murad Odeh, PhD
Assistant Professor

Mildred MG Olivier, MD, FACS
Associate Dean, School of Medicine STL

Devi Ramakrishnan, PhD
Assistant Professor

Bryan Troop, MD
Adjunct Professor

Douglas Uchendu, PhD
Adjunct Professor

Fabian Vazquez Santiago, PhD
Assistant Professor

Chris Verenakis, MD
Adjunct Professor

Anagh Vora, MD
Assistant Professor

Chiedozie Waturuocha, PhD
Assistant Professor

Dan Welch, PhD
Professor

PSYD Faculty

Frank Barrios, PhD
Professor

Lisa Elwood-Kirkpatrick, PsyD
Director, Clinical Psychology

David Evans, PhD
Associate Professor

Ellen Glover-Orr, PsyD
Assistant Professor

Dan Welch, PhD
Professor