The clinical learning environment

Abstract

Learning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue on the CLE, we present an expanded conceptual model that approaches the CLE through six different lenses, termed “avenues:” architectural, digital, diversity and inclusion, education, psychological, and sociocultural, with each avenue represented by a paper. The aim is to facilitate dialog around the contributions of different academic disciplines to research on the CLE. Collectively the papers highlight the overlap between the various “avenues” in how they influence each other, and how they collectively have shaped the work to understand and improve the CLE. The expectation is that the various avenues can add to existing knowledge and create new ideas for interventions to improve the clinical learning environment across nations for learners and teachers with the ultimate aim of improving patient care. Research and efforts to improve the CLE are critical to learning, professional socialization and well-being for trainees as they learn and participate in patient care, and to the quality of care they will deliver over decades of practice after graduation.

Notes

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes

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Additional information

Notes on contributors

Jonas Nordquist

Jonas Nordquist, PhD, is the associate residency director at the Karolinska University Hospital in Sweden. He is also the director of the Medical Case Centre at Karolinska Institutet.

Jena Hall

Jena M. Hall, MD, MEd, is a senior resident in Obstetrics and Gynecology and the Competency-Based Medical Education Resident Lead at Queen’s University in Kingston, Ontario. She is passionate about engagement of trainees in medical education improvement and reform and optimization of surgical coaching.

Kelly Caverzagie

Kelly J. Caverzagie, MD, serves as the Associate Dean for Educational Strategy for the University of Nebraska Medical Center (UNMC) and Vice-President for Education at Nebraska Medicine. He is actively practicing as an academic hospitalist and enjoys working with students, residents and faculty to improve health professions education.

Linda Snell

Linda Snell is Professor of Medicine at the Department of Medicine and the Centre for Medical Education, McGill University, Canada and Senior Clinician Educator at the Royal College of Physicians and Surgeons of Canada.

Ming-Ka Chan

Ming-Ka Chan is a Clinician Educator and Associate Professor in the Department of Pediatrics and Child Health, University of Manitoba and Children's Hospital of Winnipeg, Winnipeg, Manitoba, Canada.

Brent Thoma

Brent Thoma, MD, MA, MSc is an Assistant Professor in the Department of Emergency Medicine at the University of Saskatchewan where he studies technology enhanced medical education.

Saleem Razack

Saleem Razack is a pediatric critical care physician, professor of pediatrics appointed to the Centre for Medical Education, and director of the Social Accountability and Community Engagement Office, McGill University, Montreal, Canada. His research interests in medical education are in equity, diversity and inclusion, using both qualitative and quantitative methods.

Ingrid Philibert

Ingrid Philibert, PhD, MBA is a US-based education researcher and writer, and former Sr. VP of the Accreditation Council for Graduate Medical Education and managing editor of the Journal of Graduate Medical Education. She received her PhD from the University of Iowa. Her interest is reducing burden in medical education.