Optimize Our Learning Environments
Ecosystem of Collaboration
Optimize our learning environments to deepen the integration of wellness, respect and resilience (focusing on optimizing our learning environments), including the promotion of professional values.
A learning environment that is welcoming and supportive across the continuum is integral to learner/trainee health and wellbeing.
Consider and address where possible how curricular structures and wellness/resiliency programming can enable and support the health and wellbeing of learners/trainees, faculty and staff.
Ensure there is clarity (and, where possible, harmonization/ integration) regarding relevant mistreatment policies, procedures, reporting practices/expectations, and corresponding supports.
Develop an integrated encounter/record information system.
Provide training/development opportunities to faculty, staff and students that is tailored to principles, roles and responsibilities.
2019 Dean's Report Highlights: The working group has developed recommendations in four key areas to address mistreatment across the learner continuum: Institutional Leadership, Accountability, Clarity and Awareness. They are also working to clarify processes, policies and communication pathways.
Decanal Sponsor: Patricia Houston
Working Group Members:
- Decanal Sponsor: Patricia Houston
- Working Group Co-Chairs: Tony Pignatiello (Associate Dean, OHPSA, MD Program) and Heather Flett (Associate Director, Resident Wellness)
- Lyon Qiao (MD student)
- Carla Rosario (Resident representative)
- Hala Muaddi (PGY4 Surgery)
- Ronald Leung (PGY2 Psychiatry)
- Meghan Bhatia (PARO representative)
- Bernard Ho (PARO representative)
- Pier Bryden
- Allan Kaplan
- Arno Kumagai
- Lisa Richardson
- Anita Balakrishna
- Marcus Law
- Stacey Bernstein
- Najma Ahmed
- Richard Pitttini
- David Rojas
- Caroline Abrahams
- Alison Freeland
- Anita Balakrishna
- Stella Ng
Staff Support: Paul Tonin; OHPSA; PGME Office of Resident Wellness
2019 Dean's Report Update
A. The working group has accomplished the following to date:
1. Development of OLE Working Group Recommendations
Operating under the assumption that student mistreatment would be its initial (though not exclusive) focus, the working group developed recommendations organized according to the following four key areas to address mistreatment across the learner continuum: Institutional Leadership, Accountability, Clarity and Awareness.
2. Development of Mistreatment Roles and Responsibilities
Building on the recommendations of the working group, some initial roles and responsibility scoping has been completed to help inform the creation of position descriptions for the Faculty lead/ombudsperson and mistreatment advisors/advocates as well as the Faculty-level advisory council.
3. Establishment of MD Program Working Group
A MD Program working group (Student Mistreatment Management Team), chaired by the Associate Dean, Health Professions Student Affairs, has been created to review how to more effectively communicate about and operationalize the MD Program Protocol for addressing incidents of discrimination, harassment, mistreatment and other unprofessional behavior. The work of this MD program-specific group will both inform and be informed by the OLE Working Group recommendations; in many cases, changes made to MD Program practices will act as a pilot for the longer-term Faculty-wide plans.
4. Endorsement of the Recommendations of the TAHSNe Learning Environment Working Group
Given that the learning environment includes our hospital partners, consultation between the OLE WG and TAHSNe LE WG is ongoing, including with respect to TAHSNe LEWG draft recommendations, including:
• Leverage an annual review process to emphasize commitment to professionalism with all learners
• Raise awareness with patient/families with respect to receiving care in an academic environment
• Organizations to clearly outline procedures for managing disclosure (complaints) and process for remediation
5. Consideration of Elements of a Positive Learning Environment
Building upon recommendations from a previous learning environment working group, particularly its comprehensive articulation of the elements of a positive learning environment, OLE considered the development of a learning environment framework with enablers. While the working group agreed that the development of such a framework has merit, it agreed that it would be put aside for the time being so the group could focus on a more specific learning environment issue that is was be of the greatest interest to OLE Working Group members; namely, learner mistreatment. Future plans include returning to the development of a learning environment framework with enablers, which would include consideration of metrics.
B. Over the next year, the working group aims to accomplish the following:
- Recruitment of Faculty Lead/Ombudsperson and establishment of Learner Mistreatment Advisory Council
- FOM Portal established for all medical learners for disclosure/reporting of LE issues
- Work plan in place re the standardization of FOM mistreatment policies and processes
- Work plan in place re the development of a FOM learning environment framework with enablers, including a communication plan
- Development of education modules re Professionalism/Allyship/LE