Within the osteopathic medical learning environment, the considerations ā not unlike those of other health education learning paradigms ā encompass social, academic, professional, psychological, and physical settings and frameworks as they influence how people learn, organize, and collaborate together. Learner, faculty, and provider encounters with burnout, wellness, empathy, depression, anxiety, and interprofessionalism has risen to the forefront and the osteopathic medical education profession through it schools and its learners has been engaged in addressing these learning and practice environment issues. We will discuss some of these approaches and on-going concerns within the academic setting to positively affect teaching and learning.
At the Ohio State College of Nursing, our learning environment is illustrated by our commitment to LIVE WELL (Lead, Innovate, Vision, Execute, be Wellness-focussed, Evidenced-based, Lifelong learnings and Lights for the world, locally and globally). Evidence for our successful establishment of an effective environment for student learning in Nursing is our redesignation as a National League for Nursing Center of Excellence, recently awarded for our contributions to development of an environment that promotes student learning and professional development. We have extended our efforts towards student learning in interprofessional education, meeting future needs for learning among the healthcare workforce. Facilitation of learning in small groups through consistent participation in interprofessional seminars, development of collaborative learning opportunities in implicit bias among nursing and pharmacy students and clinical learning through establishment of advanced practice nursing and medical student dyads are among the activities that point to successful learning environments that promote interprofessional education. We developed and advanced the blueprint for interprofessional education of the future at Ohio State, BuckIPE, established an academic certificate in interprofessional healthcare and lead activities supported by a HRSA funded Primary Care Training Enhancement Grant that include interprofessional learning in community education, informatics, health coaching, hot spotting, immigrant healthcare and leadership. Process and outcome evaluation informs efforts to refine approaches and promote an effective learning environment.
“Learning Environment through the Lens of PA Education
Using the Gruppen review article as a backdrop, this portion of the webinar will focus on
learning environment in PA programs. At the conclusion of the webinar, attendees will
be able to discuss the components of how PA programs consider learning environment
through personal, social, organizational, physical and virtual lens, thus adding to the
interprofessional dialogue allowing for the identification of the elements of learning
environments that are shared across the health professions. New accreditation
standards for PA programs are being released Fall of 2018. This presentation will
describe the role the learning environment has in program accreditation.”
