Resources for clinical learning environment orientation

Abstract

Introduction Each clinical learning environment (CLE) requires learners to navigate a different set of complex interactions to engage in safe patient care while learning from real patients. Orientation forms the foundation for learning, yet CLE models in the literature are primarily written for an educator audience and practical advice for orienting learners to a new CLE is limited. To address this gap, we designed resources to support both supervisors and learners in the orientation process. Materials/Methods We reviewed the CLE literature to select critical content for orientation and interviewed high performing residents to identify their best practices. We synthesized the literature and resident interviews into a visually appealing and easy to digest infographic designed to simultaneously remind teachers of the critical areas to cover in orientation and empower learners to ask about them. We integrated these principles into an online module for Graduate Medical Education onboarding and surveyed users about how well they could meet the module learning objectives. Results We organized the literature review and resident advice regarding questions learners should ask about a new CLE into the typical question categories (why, who, what, when, where, and how) and described strategies for orientation to each category. Our infographic has been incorporated into CLE orientation for multiple types of learners at our institution. After completing the orientation module, 112/124(90%) residents indicated that they could, ‘Orient yourself or a learner to a clinical learning environment using orientation questions’ moderately to extremely well. Discussion We developed resources that can be used by educators to create orientation materials and by learners to ensure they understand important features, resources, and expectations in a new CLE. Because the foundational principles of CLE apply to a variety of clinical settings and learner types, the resources may be broadly applicable.

Residencias médicas del Hospital Británico de Buenos Aires: pasado, presente y futuro

“…El análisis del clima de cada residencia puede ser un buen punto de partida para la reflexión en cada grupo. Es muy valorada la dimensión de aprendizaje entre pares y quizás sea un buen lugar a partir de la cual elaborar estrategias para la evolución, actualización y mejora de los procesos de enseñanza-aprendizaje en las residencias [50][51][52][53] . La satisfacción, del latín satisfactio, es la acción o efecto de satisfacer o satisfacerse.…”

Innovation in Pediatric Clinical Education: The Development of a Clinical Instructor Toolkit

“…At the time of publication, the CI Toolkit contains 160 resources, organized into 5 Existing literature describing health professions toolkits focused on interprofessional education, 20 didactic content teaching resources, 21 diagnosis-specific provider service delivery guides, 22,23 and student CE resources [24][25][26] rather than teaching resources for CIs. One study explored the needs for a Web-based CE resources for preceptors and created online clinical teaching modules based on the identified needs from the survey, similar to the CI Toolkit development process.…”

“…Resource review: Existing literature described the process of creating toolkits but lacked evidence of ongoing review and responsiveness to the contemporary needs of clinical educators. [20][21][22][23][24][25][26][27][28] e task force prioritized creation of a transparent resource review process to establish a mechanism for the addition of new resources and to articulate to contributors and users how each resource was reviewed. e evaluation criteria are broad to capture relevant content that is evidenced based as well as content created by CIs based on their personal clinical teaching experiences.…”

Improving transitions between clinical placements

“…They need to understand who is who, where things are and how things are done locally before they can fully engage in the new CLE 7 . That is, there is likely to be educational dead‐space at the beginning of each rotation whilst students navigate unfamiliar people, roles, policies, procedures, timetables, systems and physical spaces 8,9 . The importance of these situated stressors has been fore fronted recently in the medical education literature through the theory of sociomateriality.…”

“…7 That is, there is likely to be educational dead-space at the beginning of each rotation whilst students navigate unfamiliar people, roles, policies, procedures, timetables, systems and physical spaces. 8,9 The importance of these situated stressors has been fore fronted recently in the medical education literature through the theory of sociomateriality. Those 'thinking sociomaterially' 10 acknowledge rather than deny 'the constitutive entanglement of the social and the material in everyday life'.…”