The clinical learning environment

Jonas Nordquist, Jena Hall, Kelly Caverzagie, Linda Snell, Ming Ka Chan, Brent Thoma, Saleem Razack, Ingrid Philibert

Research output: Contribution to journalArticle

5 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)366-372
Number of pages7
JournalMedical teacher
Volume41
Issue number4
DOIs
StatePublished - Apr 1 2019

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'The clinical learning environment'. Together they form a unique fingerprint.

  • Cite this

    Nordquist, J., Hall, J., Caverzagie, K., Snell, L., Chan, M. K., Thoma, B., Razack, S., & Philibert, I. (2019). The clinical learning environment. Medical teacher, 41(4), 366-372. https://doi.org/10.1080/0142159X.2019.1566601