1. Is It Hot in Here? Creating a Positive Learning Climate Faculty Development Team David Irby, PhD Patricia O’Sullivan, EdD Megan Richie, MD UCSF Center for Faculty Educators

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3. Preview Define learning climate Practice key strategies for creating a positive learning climate –Enthusiasm –Respect –Humility –Support 3

4. 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 largely is set by the teacher. 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? 4

5. 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 5

6. Create a Positive Learning Climate Learning Climate Exhibit Enthusiasm Welcome and Respect Diversity Model Humility Balance Challenge and Support 6

7. 1. Exhibit Enthusiasm for Teaching and Patient Care Strategies: Learning is enhanced when learners encounter enthusiastic role models. –Introduce yourself and describe why you are excited and passionate about learning and patient care. –Learn and use student and intern names. –Embody a positive and optimistic attitude toward the team and learning. 7 Exhibit Enthusiasm

8. 2. Demonstrate respect, create welcoming relationships and value diversity Strategies: Learning is strengthened when role models demonstrate respect for others, create welcoming relationships and value diversity. –Invite learners’ insights, thoughts and opinions. –Create a welcoming, warm and supportive learning/working climate. –Consider cultural or other differences that might affect participation in the learning environment. –Communicate clear goals and expectations. 8 Welcome and Respect Diversity

9. Practice # 1: Enthusiasm & Welcome 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 of three or four : –Determine roles (attending, team members, reporter) –Rotate each person as attending to greet the team to develop positive relationships (may not get to everyone). –Individually record good phrases (use form). –Share choices and identify best practices/phrases for the reporter to share in large group. 9

10. 3. Model Humility in Inquiry and Coaching Strategies Learning is enhanced when role models acknowledge their limits and mistakes. –Admit your own limitations, errors, and concerns. –Encourage questions and independent thinking. –Think aloud and invite learners to do the same. –Acknowledge learner insecurities, fear of harming patients, and desire to know when & how to ask for help. 10 Model Humility

11. Practice # 2: Model Humility in Inquiry and Coaching At orientation, you encouraged learners to ask questions and modeled humility, yet students remained reluctant to ask questions. Assignment: In small group, practice what you would say to the team to address the situation: –Determine roles (attending, team members, reporter) –Describe to the team one of your own experiences struggling to question or speak up during a concerning situation, and in so, motivate them to raise questions. –Write on your form key phrases that you liked. –Prepare group suggestions to report to everyone 11

12. 4. Balance Support and Challenge Strategies: The learning environment should balance support and challenge. –Provide support for uncertainties, problems and deaths. –Challenge learners to advance their understanding and make new connections. –Provide appropriate practice with feedback and reflection. 12 Balance Support and Challenge

13. Support and Challenge 13 Support Challenge

14. Create a Positive Learning Climate Learning Climate Exhibit Enthusiasm Welcome and Respect Diversity Model Humility Balance Support and Challenge 14

15. Complete Evaluation and Reflection 15

16. and Faculty Learning Climate In a perfect world, new faculty members would be warmly welcomed into their departments and actively nurtured by enthusiastic mentors. Colleagues would ask you to lunch, offer to read your work, initiate stimulating conversations, notice your stress, become your mentor, and offer to collaborate on projects. In short, you would be embraced and supported by members of a vibrant intellectual community so that your transition from graduate student to professor would be efficient and effective. Kerry Ann Rockquemore, PhD, summarized in Tomorrow’s Professor, Volume 98, issue 9 16

17. 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. 17

18. 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. 18