The Learning Environment in Health Sciences Education, an IAMSE Webcast Audio Seminar Series, Winter 2019

  • William S. BrooksEmail author
  • Mark D. Slivkoff
  • Michele Haight
  • Ingrid Bahner
  • Giulia Bonaminio
  • Anthony Brenneman
  • Cassie Chinn
  • Nehad El-Sawi
  • Larry Hurtubise
  • Robert McAuley
  • Veronica Michaelsen
  • Rebecca Rowe
  • Richard C. Vari
  • Michelle Yoon
Meeting Report

The Winter 2019 International Association of Medical Science Educators (IAMSE) Web Seminar Series entitled “The Learning Environment in Health Sciences Education” explored current literature, thought, and best practices regarding the environments in which students and residents in health science disciplines learn. Experts from differing facets of the learning environment, varying professions, and a variety of institutions broadcasted live to viewers around the world in five seminars from January 10, 2019 to February 7, 2019.

An Overview and Introduction to the Learning Environment

Presenter: Larry Gruppen of the University of Michigan Medical School, Ann Arbor, Michigan

The Webinar Series began with a presentation by Dr. Larry Gruppen, Professor in the Department of Learning Health Sciences at the University of Michigan Medical School. His webinar provided the framework for subsequent sessions in the series.

Dr. Gruppen began with an acknowledgment of the recent scoping review of the...


Compliance with Ethical Standards

Conflict of Interest

The authors, declare that they have no conflict of interest.

Ethical Approval


Informed Consent



  1. 1.
    Gruppen L, Irby DM, Durning SJ, Maggio LA. Interventions designed to improve the learning environment in the health professions: a scoping review: MedEdPublish. 2018;7(3):7.
  2. 2.
    AMA. Report of the Council on Med Educ. Chicago: American Medical Association; 2007.Google Scholar
  3. 3.
    Macy. Conference Summary: Improving Environments for Learning in teh Health Professions. New York: Josiah Macy Jr. Foundation; 2018. Accessed February 22 2019Google Scholar
  4. 4.
    Robins LS, Gruppen LD, Alexander GL, Fantone JC, Davis WK. A predictive model of student satisfaction with the medical school learning environment. Acad Med. 1997;72(2):134–9.CrossRefGoogle Scholar
  5. 5.
    van den Berg BA, Bakker AB, Ten Cate TJ. Key factors in work engagement and job motivation of teaching faculty at a university medical centre. Perspect Med Educ. 2013;2(5–6):264–75. Scholar
  6. 6.
    Rizwan M, Rosson N, Tackett S, Hassoun H. Opportunities and challenges in the current era of global medical education. Int J Med Educ. 2018;9:111–2. Scholar
  7. 7.
    Wijnen-Meijer M, Burdick W, Alofs L, Burgers C, ten Cate O. Stages and transitions in medical education around the world: clarifying structures and terminology. Med Teach. 2013;35(4):301–7. Scholar
  8. 8.
    Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923–58. Scholar
  9. 9.
    IFMSA. Medical Education is #NotATarget. Amsterdam. Accessed February 20 2019: International Federation of Medical Students’ Associations; 2019.Google Scholar
  10. 10.
    Skochelak SE, Stansfield RB, Dunham L, Dekhtyar M, Gruppen LD, Christianson C, et al. Medical student perceptions of the learning environment at the end of the first year: a 28-medical school collaborative. Acad Med. 2016;91(9):1257–62. Scholar
  11. 11.
    Tempski P, Santos IS, Mayer FB, Enns SC, Perotta B, Paro HB, et al. Relationship among medical student resilience, educational environment and quality of life. PLoS One. 2015;10(6):e0131535. Scholar
  12. 12.
    Tackett S, Shochet R, Shilkofski NA, Colbert-Getz J, Rampal K, Abu Bakar H, et al. Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart. BMC Med Educ. 2015;15:105. Scholar
  13. 13.
    Tackett S, Wright S, Lubin R, Li J, Pan H. International study of medical school learning environments and their relationship with student well-being and empathy. Med Educ. 2017;51(3):280–9. Scholar
  14. 14.
    ACGME. CLER pathways to excellence: expectations for an optimal clinical learning environment to achieve save and high quality patient care. Chicago: Accrediation Council for Graduate Medical Education; 2014.Google Scholar
  15. 15.
    Co JPT, Weiss KB, Koh NJ, Wagner R. In: Program C, editor. CLER National Report of findings 2018: executive summary. Chicago: Accreditaion Council for Graduate Medical Education; 2018.Google Scholar
  16. 16.
    AACOM. Mental Health Awareness Task Force. Bethesda: American Association of Colleges of Osteopathic Medicine; 2019. Accessed 18 February 2019Google Scholar
  17. 17.
    Neumann M, Edelhauser F, Tauschel D, Fischer MR, Wirtz M, Woopen C, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. Scholar
  18. 18.
    Calabrese LH, Bianco JA, Mann D, Massello D, Hojat M. Correlates and changes in empathy and attitudes toward interprofessional collaboration in osteopathic medical students. J Am Osteopath Assoc. 2013;113(12):898–907. Scholar
  19. 19.
    Newton BW. Insights on the nationwide project in osteopathic medical education and empathy (POMEE). J Am Osteopath Assoc. 2018;118(6):e28–32. Scholar
  20. 20.
    Melnyk BM, Orsolini L, Tan A, Arslanian-Engoren C, Melkus GD, Dunbar-Jacob J, et al. A national study links nurses’ physical and mental health to medical errors and perceived worksite wellness. J Occup Environ Med. 2018;60(2):126–31. Scholar
  21. 21.
    Hrabe DP, Melnyk BM, Buck J, Sinnott LT. Effects of the nurse athlete program on the healthy lifestyle behaviors, physical health, and mental well-being of new graduate nurses. Nurs Adm Q. 2017;41(4):353–9. Scholar
  22. 22.
    PAEA. By the Numbers: Curriculum Report 2: Data from the 2016 Didactic Curriculum Survey. Washington, DC: Physician Assistant Education Association; 2018.Google Scholar
  23. 23.
    PAEA. By the Numbers: Student Report 2: Data from the 2017 Matriculating Student and End of Program Surveys. Washington, DC: Physician Assistant Education Association; 2018.Google Scholar
  24. 24.
    ARC-PA. Accreditation Standards for Physician Assistant Education, 5th ed. Draft. Johns Creek: Accreditation Review Commission on Education for the Physician Assistant, Inc.; 2018.Google Scholar

Copyright information

© International Association of Medical Science Educators 2019

Authors and Affiliations

  • William S. Brooks
    • 1
    Email author
  • Mark D. Slivkoff
    • 2
  • Michele Haight
    • 3
  • Ingrid Bahner
    • 4
  • Giulia Bonaminio
    • 5
  • Anthony Brenneman
    • 6
  • Cassie Chinn
    • 7
  • Nehad El-Sawi
    • 8
  • Larry Hurtubise
    • 9
  • Robert McAuley
    • 10
  • Veronica Michaelsen
    • 11
  • Rebecca Rowe
    • 12
  • Richard C. Vari
    • 13
  • Michelle Yoon
    • 14
  1. 1.University of Alabama at Birmingham School of MedicineBirminghamUSA
  2. 2.Idaho College of Osteopathic MedicineMeridianUSA
  3. 3.University of Texas Rio Grande Valley School of MedicineEdinburgUSA
  4. 4.Morsani College of MedicineUniversity of South FloridaTampaUSA
  5. 5.University of Kansas School of MedicineKansas CityUSA
  6. 6.University of Iowa Carver College of MedicineIowa CityUSA
  7. 7.International Association of Medical Science EducatorsHuntingtonUSA
  8. 8.California Northstate University College of MedicineElk GroveUSA
  9. 9.The Ohio State UniversityColumbusUSA
  10. 10.Oakland University Beaumont School of MedicineAuburn HillsUSA
  11. 11.George Washington University School of Medicine and Health ScienceWashingtonUSA
  12. 12.University of New England College of Osteopathic MedicineBiddefordUSA
  13. 13.Virginia Tech Carilion School of MedicineRoanokeUSA
  14. 14.Independent ConsultingDenverUSA

Personalised recommendations