Defining Learning Communities in Undergraduate Medical Education: A National Study
Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2019-02-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/2382120519827911 |
| _version_ | 1819116255629541376 |
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| author | Robert Shochet Amy Fleming James Wagner Jorie Colbert-Getz Monica Bhutiani Kevin Moynahan Meg Keeley |
| author_facet | Robert Shochet Amy Fleming James Wagner Jorie Colbert-Getz Monica Bhutiani Kevin Moynahan Meg Keeley |
| author_sort | Robert Shochet |
| collection | DOAJ |
| description | Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions. |
| first_indexed | 2024-12-22T05:14:11Z |
| format | Article |
| id | doaj.art-ca72541374c546899b224af9a25105ae |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-12-22T05:14:11Z |
| publishDate | 2019-02-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-ca72541374c546899b224af9a25105ae2022-12-21T18:37:54ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052019-02-01610.1177/2382120519827911Defining Learning Communities in Undergraduate Medical Education: A National StudyRobert Shochet0Amy Fleming1James Wagner2Jorie Colbert-Getz3Monica Bhutiani4Kevin Moynahan5Meg Keeley6Colleges Advisory Program, Johns Hopkins School of Medicine, Baltimore, MD, USADepartment of Pediatrics and Medical Student Affairs, Vanderbilt University School of Medicine, Nashville, TN, USADepartment of Internal Medicine, University of Texas Southwestern School of Medicine, Austin, TX, USADepartment of Internal Medicine and Education Quality Improvement, University of Utah School of Medicine, Salt Lake City, UT, USADivision of Anesthesia Critical Care Medicine, Vanderbilt University School of Medicine, Nashville, TN, USACollege of Medicine—Tucson, The University of Arizona, Nashville, TN, USADepartment of Pediatrics and Student Affairs, University of Virginia School of Medicine, Charlottesville, VA, USABackground: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.https://doi.org/10.1177/2382120519827911 |
| spellingShingle | Robert Shochet Amy Fleming James Wagner Jorie Colbert-Getz Monica Bhutiani Kevin Moynahan Meg Keeley Defining Learning Communities in Undergraduate Medical Education: A National Study Journal of Medical Education and Curricular Development |
| title | Defining Learning Communities in Undergraduate Medical Education: A National Study |
| title_full | Defining Learning Communities in Undergraduate Medical Education: A National Study |
| title_fullStr | Defining Learning Communities in Undergraduate Medical Education: A National Study |
| title_full_unstemmed | Defining Learning Communities in Undergraduate Medical Education: A National Study |
| title_short | Defining Learning Communities in Undergraduate Medical Education: A National Study |
| title_sort | defining learning communities in undergraduate medical education a national study |
| url | https://doi.org/10.1177/2382120519827911 |
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