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Concepts

Concepts. There will always be difficult students Do we let one “bad apple” spoil the whole bunch? Handling situations correctly and efficiently will let you spend more time with the “good apples”. Survey. Webinar Objectives.

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Concepts

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  1. Concepts • There will always be difficult students • Do we let one “bad apple” spoil the whole bunch? • Handling situations correctly and efficiently will let you spend more time with the “good apples”

  2. Survey

  3. Webinar Objectives • Recognize that difficult student issues are common to all PA Programs. • Understand the key academic, administrative and professional components of common student problems. • Understand the legal rights and responsibilities of PA Program faculty in dealing with difficult students. • Analyze how the concerns of the faculty may conflict or coincide with the legal rights and restraints of the institution.

  4. Introductions • Format: • Four case presentations • Three different points of view • Questions and audience participation following each case * The fact scenarios presented are fictional and a composite of situations arising at various institutions, and drawn also from facts cited in court decisions.  No similarity to any person or institution is intended or implied.

  5. Case One The Background Check

  6. Case One: The Background Check • Sally, a 26 year old female PA student, is in the top 5% of her class • Background check at the beginning of clinical year turns up positive for drug conviction • Student has very heart-wrenching explanation about what happened • She still lied about her record on her application…

  7. Perspectives • Elana: Faculty Perspective • Sympathetic, Vote for Second Chance • Patrick: Program Director’s Perspective • Concerned about clinical sites, Program Reputation

  8. Survey

  9. The Legal Perspective • If you dismiss the student… • If you discipline the student and allow her to stay…. • If you do not discipline the student…

  10. Resources • AAMC (www.AAMC.org) • Search: “Background Check” • A variety of articles and position papers that deal with the issues involving when and how to conduct background checks, who should be subject to this screening, and how to react to a positive finding.

  11. Take Home Lessons • Carefully balance your emotional and rational responses to student problems • Get all the important information before jumping to a hasty conclusion • The process is important in coming to a conclusion • Communicate your decision to the student effectively

  12. Questions?

  13. Case Two A Surprise Disability

  14. Case Two: A Surprise Disability • Jim, is a 22 year old PA student having academic difficulties • Failed summer anatomy, and now failing multiple courses in the fall semester • One week before final exams, tells the program he has a medical disability, and requests accommodations

  15. Case Two (cont’d) • Jim claims that his “test anxiety”, coupled with bouts of depression, constitute a disability • He requested accommodations at the time of matriculation but the school’s disability office rejected the request because of lack of documentation

  16. Perspectives • Elana: Faculty Perspective • Frustration, Vote to Dismiss • Patrick: Program Director’s Perspective • Concerned with ADA Compliance, Fairness to Student

  17. Survey

  18. Legal Perspective • If you refuse the accommodation and do not acknowledge the disability… • If you give the accommodation without acknowledging the disability…. • If you give the accommodation and acknowledge the disability… As of 1/1/09, the ADA has been amended – significantly. “Episodic” illnesses (even if well-controlled by medications) may now be an ADA-covered disability.

  19. Resources • US Dept of Education, Office of Civil Rights (www.ed.gov) • Outlines the rules that govern the ADA laws • Provides a mediation process if a formal complaint has been filed

  20. Take Home Lessons • Know the ADA guidelines • The process is very important • Communicate your decision carefully and effectively

  21. Questions?

  22. Case Three He’s Just Creepy!

  23. Case Three: He’s Just Creepy! • John is a 37 year old PA student • Female students report subjective feelings of “creepyness” • Counseling from program director doesn’t help. • Behaviors worsen, and now the class is threatening to boycott physical exam lab unless he is dismissed.

  24. Perspectives • Elana: Faculty Perspective • Uncomfortable; Want to dismiss but don’t know how • Patrick: Program Director’s Perspective • Frustrated with ineffectiveness of counseling

  25. Survey

  26. Legal Perspective • If you dismiss… • If you counsel and he remains in class…. • If you ignore his behavior….

  27. Take Home Lessons • Identify clear plans for behavior correction • Document plan, and failure to correct • Give several chances • Use formal process for dismissal

  28. Questions?

  29. Case Four Is It Really Cheating?

  30. Case Four: Is it really cheating? • Maria is a 25 year old PA student with marginal academic performance • She has demonstrated a lack of maturity in the classroom and with standardized patients • Upon grading her required clinical case paper, a faculty member thinks it sounds familiar -- identical to a classmate’s from earlier in the year • The students are confronted and admit to sharing papers. • They show little remorse and state that “..the previous class of second year students informed them that everybody does this” • They contend that it is not cheating because the assignment is not considered a test.

  31. Perspectives • Elana: Faculty Perspective • Mixed. They already have a negative bias against this student and feel that this example of plagiarism could support dismissal. However, they’re not sure if they can enforce it. • Patrick: Program Director’s Perspective • Worried that we have not given the students a clear enough picture of what constitutes cheating in this case, and that a decision to dismiss will be reversed

  32. Survey

  33. Legal Perspective • If you dismiss one of the students… • If you dismiss both of the students… • If you place both on probation and they remain in the program…. • If you forgive the behavior….

  34. Take Home Lessons • Honor Code should be broad and inclusive • Explain ethical expectations to students early in the program • Reinforce the culture of honesty, and make students aware of the consequences of dishonesty • Ask students to acknowledge in writing that they have read the policies • Treat like offenses similarly • Recognize that every situation is fact-specific and adjudicate accordingly

  35. Questions?

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