1. Is It Hot in Here? Creating a Positive Learning Climate David Irby, PhD Patricia O’Sullivan, EdD UCSF Research and Development in Medical Education

2. Preview Define learning climate Practice key strategies for creating a positive learning climate –Enthusiasm –Respect –Humility –Support 2

3. Definition of Learning Climate Learning climate describes the feeling tone or relational atmosphere of a work group that stimulates and supports the learner’s participation. Learning climate is set by the teacher and the team. –Do the learners want to be there? –Is it stimulating and challenging? –Is it welcoming? –Is it supportive and safe to admit limitations and seek help? 3

4. Question Think of a time when you were excited to be in a teaching session. Why? What happened? What did the teacher do? Pair-Share Report 4

5. Create a Positive Learning Climate Learning Climate Enthusiasm Respect Humility Support 5

6. 1. Demonstrate Enthusiasm Strategies 6 Enthusiasm

7. 2. Demonstrate respect, create welcoming relationships and value diversity Strategies –Demonstrate respect –Create welcoming relationships –Value diversity for all 7 Respect

8. Practice # 1: Enthusiasm & Welcome Setting: You are meeting your team for the first time. Practice greeting your new team or learners making sure to convey enthusiasm, welcome and respect Assignment: In a small group: –Each person practices greeting the team and helping to develop positive relationships. –Observers provide suggestions and capture good phrases. 8

9. 3. Model Humility in Inquiry and Coaching Strategies –Acknowledge learner insecurities, fear of harming patients, knowing when and how to ask for help –Admit your own errors or limitations, model reflection 9 Humility

10. Practice # 2: Model Humility in Inquiry and Coaching Setting: In your orientation, you encouraged learners to ask questions and you modeled humility. Later you discover that the students are reluctant to asks questions, especially about their insecurities. Assignment: In your small group, share what you would say to: –Encourage more questions –Describe an error or mistake you made –On the form, write key phrases that you will use 10

11. 4. Offer Support for Active Participation Strategies –Clarify roles, responsibilities, expectations & sequence –Create time and space for learning and reflection –Balance challenge with support and feedback 11 Support

12. Support and Challenge 12 Support Challenge

13. Create a Positive Learning Climate Learning Climate Enthusiasm Respect Humility Support 13

14. Creating a Positive Learning Climate 1.Express ENTHUSIASM for teaching and patient care/content 2.Demonstrate RESPECT, create welcoming relationships and value diversity 3.Model HUMILITY in Inquiry and Coaching –Acknowledge learner insecurities, fear of harming patients, knowing when and how to ask for help –Admit your own errors or limitations, model reflection 4.Offer SUPPORT for active participation –Clarify roles, responsibilities, expectations & sequence –Create time and space for learning and reflection –Balance challenge with support and feedback 14

15. Reflection What will you do differently? Complete evaluation 15

16. References Benbassat J. Undesirable Features of the Medical Learning Environment: A Narrative Review of the Literature. Adv in Health Sci Educ. 2013; 18:527-536. Hoffman KG, Donaldson, JF. Contextual Tensions of the Clinical Environment and their Influence on Teaching and Learning. Med Educ. 2004; 38: 448-454. Lizzio A, Wilson K, Simons R. University Students’ Perceptions of the Learning Environment and Academic Outcomes: Implications for Theory and Practice. Studies in Higher Educ. 2002; 27(1):27-52. O’Sullivan PS. What’s in a Learning Environment? Recognizing Teachers’ Roles in Shaping a Learning Environment to Support Comptetency. Perspect Med Educ. 2015; Dec; 4(6):277-9. Schonrock-Adema J, Bouwkamp-Timmer T, van Hell EA, Cohen-Schotanus J. Key Elements in Assessing the Educational Environment: Where is the Theory? Adv in Health Sci Educ. 2012; 17:727-742. 16

17. References Seabrook MA. Clinical Students’ Initial Reports of the Educational Climate in a Single Medical School. Med Educ. 2004; 38:659-669. Sheehan D, Wilkinson TJ, Billett S. Interns’ Participation and Learning in Clinical Environments in a New Zealand Hospital. Acad Med. 2005; 80(3):302-308. Shehnaz SL, Premadasa G, Arifulla M, Sreedharan J, Gomathi KG. Development and Validation of the AMEET Inventory: An Instrument Measuring Medical Faculty Members’ Perceptions of their Educational Environment. Med Teach. 2015; 37:660-669. Soemantri D, Herrera C, Riquelme A. Measuring the Educational Environment in Health Professions Studies: A Systematic Review. Med Teacher. 2010; 32:947-959. 17