Conceptualizing and Researching the Learning Environment: Challenges of Scale, Valence, and Definition
Larry Gruppen, PhD
Professor of Learning Health Sciences
Director of the Master of Health Professions Education Program
Date: Wednesday, March 18, 2020 *CANCELLED*
Learning always takes place in an environment, but the learning environment is often neglected – until something goes wrong. Understanding the impact of the learning environment, for good or ill, requires a conceptual framework to help make sense out of an extremely complex set of interactions among: individual learner characteristics; social engagement with other learners, faculty, and patients; institutional culture; physical space; and technological resources. Measuring the learning environment recapitulates this complexity. This talk will present one framework for considering the learning environment, describe some interventions to improve the environment, and discuss alternative research methodologies.
Larry Gruppen is Professor in the Department of Learning Health Sciences at the University of Michigan Medical School, where he directs the competency-based Master in Health Professions Education program. His research interests center around the development of expertise, knowledge and performance assessment, self-regulated learning, and educational leadership development. He has held the offices of president of the Society of Directors of Research in Medical Education and chair of the Association of American Medical College’s (AAMC) Central Group on Educational Affairs. He was also the founding Chair of the AAMC’s Medical Education Research Certificate (MERC) program. He has over 135 peer-reviewed publications on a variety of topics in medical education and has been recognized for career productivity by the Association of American Medical College’s Central Group for Educational Affairs Medical Education Laureate Award, the 2015 John P. Hubbard Award from the National Board of Medical Examiners, and the Merrel Flair Award from the AAMC Group on Educational Affairs.
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 15 (1.5 per session) Mainpro+ Group Learning credits. Each physician should claim only those credits accrued through participation in the activity.
CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada.