Defining Learning Communities in Undergraduate Medical Education: A National Study
Defining Learning Communities in Undergraduate Medical Education: A National Study
复制标题
DOI：
10.1177/2382120519827911
复制
发表时间：
2019-03-24
影响因子：
2.8
通讯作者：
Keeley, Meg
中科院分区：
文献类型：
--
作者：
Shochet, Robert;Fleming, Amy;Keeley, Meg
背景：学习型社区（Learning Communities，LCs）是一个有意识地设计的团体，他们积极参与相互学习。虽然在美国医学院获得突出地位，LC显示出显着的变化，他们的特点，在不同机构，创造不确定性，如何最好地衡量其effects.Objective：本研究的目的是描述的特点，医学院LC的主要目的，结构和过程，并奠定了基础，为未来的成果研究和基准的最佳做法。来自学习社区研究所（LCI）附属项目的医学院LC主任收到了一份关于项目人口统计和活动的在线调查，并被要求上传LC目的，目标及其功能的项目描述或摘要。描述性统计调查的反应和定性内容分析进行程序描述3作者，以确定和分类紧急themes.Results：28所医学院LCs调查，96%（27）回应，25（89%）提供程序描述的定性内容分析。所有项目都报告了学生和教师之间的纵向关系。最常提到的目标是建议或指导（100%），专业发展（96%），课程（96%），社会活动（85%）和健康（82%）。主要目的主题是支持学生的专业发展，培养社区意识，创造一种整体感。结构包括一个社区框架，细分成更小的单位，并由教师和学生的治理。过程的主题包括纵向关系，整合教师的角色，并连接学生跨类years.CONCLUSIONS：医学院LCs代表了一个高影响力的教育实践的集合，其特征在于社区和小团体的结构，关系的连续性和协作学习作为一种手段，以指导和全面支持学生在他们的学习和发展的医生。在描述27所医学院LC时，本研究提出了一个统一的框架，以促进未来跨机构的教育成果研究。
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.