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Examining the clinical learning environment through the architectural avenue
Jonas Nordquist1,2, Ming-Ka Chan3, Jerry Maniate4,5
1a Department of Medicine (Huddinge) , Karolinska Institutet , Stockholm , Sweden.
Medical Teacher
|February 15, 2019
Summary
The designed environment significantly impacts medical education outcomes. This study proposes frameworks to optimize clinical learning environments (CLEs) for competency-based medical education.
Area of Science:
- Medical Education
- Spatial Design
- Educational Theory
Background:
- Traditionally, medical education design overlooked the physical environment's role.
- The clinical learning environment (CLE) significantly influences educational processes and outcomes.
- Competency-based medical education necessitates tailored spatial design.
Purpose of the Study:
- To introduce two conceptual frameworks: materialist spatiality and actor-network theory.
- To guide the design and evaluation of spaces supporting competency-based medical education.
- To illustrate framework application in designing recent clinical educational spaces.
Main Methods:
- Utilizing materialist spatiality and actor-network theory as guiding frameworks.
- Analyzing educational ambitions behind new clinical educational space designs.
- Discussing practical considerations for educators and designers.
Main Results:
- Conceptual frameworks can effectively guide the design of educational spaces.
- Spatial design directly influences the effectiveness of competency-based medical education.
- Evaluation of educational impacts is crucial for optimizing learning environments.
Conclusions:
- Spatial design is a critical, often overlooked, factor in medical education.
- Materialist spatiality and actor-network theory offer valuable tools for designing effective CLEs.
- Integrating spatial considerations enhances competency-based medical education delivery.
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