Review of Concepts in the Clinical Learning Environment

Dr. Jena Hall MD Med
PGY 4 Obstetrics and Gynecology

At the end of this presentation, participants will be able to:

1. Summarize the outcomes of the ICRE 2018 Consensus Conference on
the Clinical Learning Environment (CLE)

2. Review major points of the Medical Teacher Consensus series (April 2019)

3. Explore the Psychological Avenue in greater depth

4. Factors that influence psychological safety

5. Explore the OR as a learning environment through the ‘psychological learning
theory’ lens

6. Recommendations to optimize psychological safety and learning within the
CLE

References:

Appelbaum NP, Dow A, Mazmanian PE, Jundt DK, Appelbaum EN. 2016. The effects of power, leadership and psychological safety on resident event reporting. Med Educ. 50:343-350.
Bynum, William E., and Taha M. Haque. "Risky business: psychological safety and the risks of learning medicine." Journal of graduate medical education 8.5 (2016): 780-782.

Dahl, Aaron Benjamin, et al. "Building a collaborative culture in cardiothoracic operating rooms: pre and postintervention study protocol for evaluation of the implementation of teamSTEPPS training and the impact on perceived psychological safety." BMJ open 7.9 (2017): e017389.

Kauffman DM, Mann KV. 2014. Teaching and learning in medical education: how theory can inform practice. In: Swanick T., editor. Understanding medical education: evidence, theory and practice. 2nd ed. West Sussex (UK): Association for the Study of Medical Education; p. 7-29.

Lave, J, and Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge university press, New York, NY, 1991.

Levett-Jones, Tracy, et al. "Development and psychometric testing of the Belongingness Scale–Clinical Placement Experience: An international comparative study." Collegian16.3 (2009): 153-162.

Ng, Richard, et al. "Unpacking the Literature on Stress and Resiliency: A Narrative Review Focused on Learners in the Operating Room." Journal of surgical education (2018).

Torralba, Karina D., and David Puder. "Psychological Safety Among Learners: When Connection Is More Than Just Communication." (2017): 538-539.

Turner, Sufia, and Nicole Harder. "Psychological safe environment: A concept analysis." Clinical Simulation in Nursing 18 (2018): 47-55.

van Merriënboer, J. J. G., Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44, 85-93.

Jonas Nordquist, Jena Hall, Kelly Caverzagie, Linda Snell, Ming-Ka Chan, Brent Thoma, Saleem Razack & Ingrid Philibert (2019): The clinical learning environment, Medical Teacher, DOI: 10.1080/0142159X.2019.1566601

Larry D. Gruppen (2019) Context and complexity in the clinical learning environment, Medical Teacher, 41:4, 373-374, DOI: 10.1080/0142159X.2019.1566599

Kelly J. Caverzagie, Mitchell G. Goldenberg & Jena M. Hall (2019): Psychology and learning: The role of the clinical learning environment, Medical Teacher, DOI: 10.1080/0142159X.2019.1567910

Saleem Razack & Ingrid Philibert (2019) Inclusion in the clinical learning environment: Building the conditions for diverse human flourishing, Medical Teacher, 41:4, 380-384, DOI: 10.1080/0142159X.2019.1566600

Brent Thoma, Alison Turnquist, Fareen Zaver, Andrew K. Hall & Teresa M. Chan (2019) Communication, learning and assessment: Exploring the dimensions of the digital learning environment, Medical Teacher, 41:4, 385-390, DOI: 10.1080/0142159X.2019.1567911

Ming-Ka Chan, Linda Snell & Ingrid Philibert (2019) The education avenue of the clinical learning environment: A pragmatic approach, Medical Teacher, 41:4, 391-397, DOI: 10.1080/0142159X.2019.1566602

Ingrid Philibert, Elizabeth Elsey, Simon Fleming & Saleem Razack (2019) Learning and professional acculturation through work: Examining the clinical learning environment through the sociocultural lens, Medical Teacher, 41:4, 398-402, DOI: 10.1080/0142159X.2019.1567912

Jonas Nordquist, Ming-Ka Chan, Jerry Maniate, David Cook, Cathal Kelly & Allan McDougall (2019) Examining the clinical learning environment through the architectural avenue, Medical Teacher, 41:4, 403-407, DOI: 10.1080/0142159X.2019.1566603