Redesigning the Learning Environment to Promote Learner Well-Being and Professional Development

Dyrbye, Liselotte N.; Lipscomb, Wanda; Thibault, George E.

doi:10.1097/acm.0000000000003094

Cited by 53 publications

(56 citation statements)

References 28 publications

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“…Improvements in wellbeing metrics of resilience, stress, and satisfaction with life accompanied the above educational gains. This is noteworthy because equipping the next generation of medical and graduate students with tools to decrease stress and improve resilience-two major features of burnout-is of great interest to the academic community (30)(31)(32). Moreover, a greater satisfaction with life among students is paramount to education as a whole and is a cornerstone for cultivating scientific excellence in a wellness environment (33).…”

Section: Discussionmentioning

confidence: 99%

Rapid adaptation and remote delivery of undergraduate research training during the COVID 19 Pandemic

Yowler

Knier

WareJoncas

et al. 2021

Preprint

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COVID-19 continues to alter daily life around the globe. Education is particularly affected by shifts to distance learning. This change has poignant effects on all aspects of academic life, including the consequence of increased mental stress reported specifically for students. COVID-19 cancellations of many summer fellowships and internships for undergraduates across the country increased students' uncertainty about their educational opportunities and careers. When the pandemic necessitated elimination of on-campus programming at Mayo Clinic, a new program was developed for remote delivery. Summer Foundations in Research (SFIR) was drafted around 4 aims: 1) support the academic trajectory gap in research science created by COVID-19; 2) build sustainable scientific relationships with mentors, peers, and the community; 3) create opportunities for participants to share and address concerns with their own experiences in the pandemic; and 4) provide support for individual wellbeing. SFIR included research training, but also training in communication through generative Dialogue and resilience through Amit Sood's SMART program. 170 participants were followed for outcomes in these spaces. Knowledge of and interest in careers involving biomedical research rose significantly following SFIR. Participants' mean confidence levels in 12 Key areas of research rose between 0.08 to 1.32 points on a 7-point scale. The strongest gains in mean confidence levels were seen in designing a study and collaborating with others. SFIR participants demonstrated gains in perceived happiness, and measured resilience and a reduction in stress. Participants' qualitative responses indicated exceptionally positive mentor relationships and specific benefit of both the SMART program and Dialogue.

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Section: Discussionmentioning

confidence: 99%

Rapid adaptation and remote delivery of undergraduate research training during the COVID 19 Pandemic

Yowler

Knier

WareJoncas

et al. 2021

Preprint

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show abstract

“…42 The diagnosis of an institution’s LE using tools such as JHLES and MSLES can result in clinical and administrative implications, in a sense that health educators can map their medical school’s problem and act to minimize it, supporting medical students, training medical teachers, and modifying the curriculum as needed. 43…”

Section: Discussionmentioning

confidence: 99%

Measuring Students’ Perceptions of the Medical School Learning Environment: Translation, Transcultural Adaptation, and Validation of 2 Instruments to the Brazilian Portuguese Language

Damiano

Furtado

Silva

et al. 2020

Journal of Medical Education and Curricular Development

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Background: Although learning environment (LE) is an important component of medical training, there are few instruments to investigate LE in Latin American and Brazilian medical schools. Therefore, this study aims to translate, adapt transculturally, and validate the Medical School Learning Environment Scale (MSLES) and the Johns Hopkins Learning Environment Scale (JHLES) to the Brazilian Portuguese language. Method: This study was carried out between June 2016 and October 2017. Both scales have been translated and cross-culturally adapted to Brazilian Portuguese Language and then back translated and approved by the original authors. A principal components analysis (PCA) was performed for both the MSLES and the JHLES. Test–retest reliability was assessed by comparing the first administration of the MSLES and the JHLES with a second administration 45 days later. Validity was assessed by comparing the MSLES and the JHLES with 2 overall LE perception questions; a sociodemographic questionnaire; and the Depression, Anxiety, and Stress Scale (DASS-21). Results: A total of 248 out of 334 (74.2%) first- to third-year medical students from a Brazilian public university were included. Principal component analysis generated 4 factors for MSLES and 7 factors for JHLES. Both showed good reliability for the total scale (MSLES α = .809; JHLES α = .901), as well as for each subdomain. Concurrent and convergent validity were observed by the strong correlations found between both scale totals ( r = 0.749), as well as with both general LE questions: recommend the school to a friend (MSLES: r = 0.321; JHLES: r = 0.457) and overall LE rating (MSLES: r = 0.505; JHLES: r = 0.579). The 45-day test–retest comparison resulted in a Pearson correlation coefficient of 0.697 for the JHLES and 0.757 for the MSLES. Conclusions: Reliability and validity have been demonstrated for both the MSLES and the JHLES. Thus, both represent feasible options for measuring LE in Brazilian medical students.

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“…Furthermore, although responses were more diverse, a majority of students indicated that the format adopted reduced stress in learning. We plan to repeat and extend this survey in future years but, even within the limitations of parametric analysis of the Likert format (Sullivan & Artino, 2013), these data provide support for the idea that a Clinical/Anatomical approach and reduction of detail in initial learning can mitigate the deleterious effects of student stress (Dyrbye et al, 2019).…”

Section: Discussionmentioning

confidence: 88%

“…Compression of the duration of instruction in anatomical sciences has been particularly disadvantageous and stressful for students with limited prior training as it requires simultaneous acquisition of the vocabulary and “grammar” of medicine (Bowen & ten Cate, 2017; Wilson‐Anstey, Lambert, & Krog, 2019). The increase in student stress has recently been recognized as a major problem, with consequences in rising rates of attrition, alcohol dependency and even suicide among medical students (Dyrbye, Lipscomb, & Thibault, 2019; Dyrbye, Thomas, & Shanafelt, 2005; Hill, Goicochea, & Merlo, 2018; Jackson, Shanafelt, Hasan, Satele, & Dyrbye, 2016; Laitman & Muller, 2019). However, few studies have proposed specific methods for modifying medical curricula to decrease student stress.…”

Section: Introductionmentioning

confidence: 99%

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

Zill

2020

Clinical Anatomy

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The goal of this observational study was to develop effective approaches to introduce first year medical students to gross anatomy/embryology in a compressed time frame. Pedagogical reorganization of anatomy instruction in the regions of Lower Extremity and Head and Neck was based upon core clinical conditions taught in second-year and USMLE Step 1 board review courses. These conditions were not presented as clinical problems, as many students had limited prior training in medical terminology, but focused upon clinical symptoms, allowing for direct correlation of structure and function. Instruction stressed vocabulary acquisition and was extended to prepare for laboratory dissections. Overall methodology was multimodal, including "flipped" and traditional lectures, study of prosections/radiographs and small group laboratory review sessions. Content was significantly reduced: knowledge of muscle actions and innervations was required, not muscle origins and insertions. Performance was evaluated by criterionbased written examinations that included a set of questions (34) asked repetitively over an 8 year period (n = 606 students) and by regional practical exams. Mean scores in all areas were sustained or numerically improved, despite the compression of instruction duration. Analysis showed no significant differences based upon question format or instructional modality. Despite the high performance levels, students needing assistance in learning could be identified by score distributions. A survey of students indicated that these changes effectively decreased stress and facilitated review for the USMLE Step 1 Board examination. These results suggest that training in gross anatomy can be modified to a compressed duration by instruction in the context of clinical symptomatology.

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Redesigning the Learning Environment to Promote Learner Well-Being and Professional Development

Cited by 53 publications

References 28 publications

Rapid adaptation and remote delivery of undergraduate research training during the COVID 19 Pandemic

Rapid adaptation and remote delivery of undergraduate research training during the COVID 19 Pandemic

Measuring Students’ Perceptions of the Medical School Learning Environment: Translation, Transcultural Adaptation, and Validation of 2 Instruments to the Brazilian Portuguese Language

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

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