This presentation focused on the contributions learning communities make to creating learner-centered environments.   A brief introduction to student development theory; a variety of learning community models and the resources necessary to support a successful community construct; benefits and challenges of learning communities; and the necessity of evaluation and assessment were covered in the presentation.  Finally, a successful application of the learning community model at the Carver College of Medicine was shared.

The learning community model is grounded in student development theory and has been a particularly effective tool in recruitment and retention efforts at the undergraduate level by linking courses or providing coordinated study in both formal and informal learning environments.  Although not widely applied in the professional school setting, learning communities currently exist in some form in over a dozen medical schools.  Unlike the undergraduate learning communities, the application of this model usually serves as either a vehicle for curriculum delivery or in providing a structure to manage student services.  Funding, staffing, governance and sustainability issues were raised as considerations when implementing this model.

Learning communities provide distinct benefits and challenges which were outlined by the presenters.  Most importantly, implementation of this model provides the opportunity to step back and to re-evaluate the learning environment provided students in both formal and informal settings.  With a flexible and dynamic learning community model, creating a learner-centered environment becomes less dependent on physical space although the presenters acknowledged that sustainability is enhanced by dedicated space conducive to supporting a community structure.  Recruitment and sustained participation of faculty on a voluntary basis continue to pose challenges.

The presenters stressed the importance of evaluating and assessing the effectiveness of learning communities.  Beyond providing useful data to potentially improve student learning and outcomes, quantitative and qualitative methods of assessment may yield publishable research in an area where there has been a dearth of educational scholarship.

A case study of the implementation of learning communities at the Carver College of Medicine was shared.  The environmental space, including the construction of a new medical education facility; an intentional implementation timeline; a cultural shift to a learner-centered environment; student-led community councils and marketing efforts all supported the successful development of a new student management model.  As a result of the emphasis on providing student learning and support through the informal curriculum, the presenters were able to highlight educational programs, social activities, career and academic advising initiatives, mentoring models, service and service learning programs and leadership skill-building workshops initiated in the communities.  Although there is no formal evaluation plan in place, the results of one study completed by Rosenbaum et al in 2005 were shared and the first class to spend all four years as members of a learning community graduated in 2004. 

In conclusion, the presenters provided additional resources and reiterated that there are many applications of the learning community model that serve to support a learner-centered environment when successfully implemented.