2018 Report on Education
Education  >  Publications  >  2018 Report on Education  >  Learner Experience & Culture
Share:  
|
PAGE
MENU

Learner Experience & Culture

The goal of the Learner Experience & Culture priority is to optimize learner experience and engagement by exploring the student and teacher experience, advancing infrastructure, and building partnerships.

Key communication plan items were undertaken to educate patients, families and staff about the role of students/trainees at Sunnybrook. We worked with the communications team and leveraged technology to create a welcome graphic and digital screen updates. In addition, we created quarterly publications to enhance the visibility of the student experience.

We strengthened system partnerships by participating as a research site for a TAHSN-wide study entitled “Perceptions of Orientation for Health Professional Learners.” After hosting two on-site focus groups and pooling our data with other hospitals, the result was a series of recommendations put forward to the TAHSN education committee. The TAHSN hospitals will work to address these recommendations collectively.

We supported ongoing investment in student wellness and engagement by hosting two annual Student Wellness and Learner Appreciation events. In addition we launched a new Student Innovation Showcase to share student projects and leadership initiatives.

We advanced our understanding of the student experience by completing an environmental scan, a literature review and a series of interviews regarding the teacher experience. Themes from the interviews will inform the creation of a Teacher Experience Survey.

We introduced Learning Management System functionality within our student registration system to optimize the user experience. Positive feedback from students/trainees has resulted.

Student experience survey metrics were widely disseminated within the organization to ensure that diverse leaders, departments and professions can celebrate successes and explore next steps to make the student experience at Sunnybrook the best it can be.

We will:

  • Deepen our understanding of the teacher experience at Sunnybrook by launching our Teacher Experience Survey
  • Optimize the support available to students by launching our Student Experience Advisory Model that will comprise two key components:
    1. An internet-based resource page addressing common student experience-related questions
    2. A personnel-based advisory service to address sensitive or non-routine student experience issues
  • Launch a Student Experience Best Practices Sharing Forum to support student leaders in learning across professions about ways to optimize the student experience – leveraging the diverse strengths and learnings of each profession
  • Explore the patient experience in relation to students by launching a study entitled “Developing a Tool for Patients to Contribute to the Evaluation of Non-medical Expert Skills of Health Professional Students in Training.” Recruitment and data collection are presently ongoing

You Asked, We Changed: Shuttle App

Based on the results from our Student Experience Survey, we heard your requests and made the necessary changes:

“[We’d like an] app for [the] bus schedule.” “Need a way of tracking when the shuttle bus will be coming.” Students

On June 15th, Sunnybrook launched a newly re-engineered Sunnybrook Shuttle Bus Services App that bus riders can use to “live-track” the timing of various shuttles on route.

Student Engagement Results 2016/2017:

  • Q8. I would recommend a placement here to my fellow student - 89.8%
  • Q7. I would recommend my preceptor(s)/ supervisor(s) for future student placements - 90.0%
  • Q6. I was given opportunities to apply the learned theory/knowledge from school to practical situations - 87.6%
  • Q5. I participated in activities when two or more professions learned about, from and with each other to enable effective collaboration and improve health outcomes (Interprofessional Education) - 66.7%
  • Q4. I was able to access the resources necessary to do the work that was expected of me - 73.4%
  • Q3. I felt welcome and accepted as a part of the team - 85.8%
  • Q2. I received appropriate assistance to address any questions or concerns I had about my placement - 85.7%
  • Q1. I felt prepared to begin my placement after the orientation - 70.4%

“Very friendly and welcoming staff who make you feel like you are part of the team.”

“Learning environment was great, team members and preceptors were very approachable, knowledgeable and easy to work with.”

“Excellent sense of interprofessional care on unit (nursing, physiotherapy, pharmacy, APS, etc.).”

Students Sharing Their Experiences

Obstetrics and Gynecology Surgical Simulation Course

In September 2017, Sunnybrook’s department of Obstetrics and Gynecology implemented a surgical simulation course at SCSC, with the goal of improving residents’ surgical skills over the course of their rotation while at Sunnybrook. In a less stressful environment, the learners begin with hands-on basic surgical skills, and progress to advanced surgical techniques. The immersive environment provides small group sizes with specific goal oriented sessions, resulting in students noting distinct progress in their surgical skills. Furthermore, these sessions are aimed at each individual learner, with competency-based assessments. Trainees are not allowed to progress to the next level until they demonstrate their competency at each station. This three month course is the first of its kind for the department and at any of the teaching academic hospitals. Since the implementation of these surgical simulation sessions, staff has commented that trainees appear to have greater ease with laparoscopy and assisting in the operating room. Learners have expressed their desire for the sessions to continue because they appreciate the opportunity to practice surgical skills prior to performing on real patients in the operating room.

“Good learning environment. No videotaping. Felt comfortable.” Surgery Rotation – PGY3, May 2018

Spiritual Care Simulation

Six Spiritual Care students enrolled in a Clinical Education Program (CPE) that offers the education pathway for students wishing to pursue a career as a professional Spiritual Care Practitioner/Chaplain. These students, all enrolled in a Graduate-level degree program in theology at the Toronto School of Theology (University of Toronto) participated in a session that offers a learning environment for students to engage in peer-to-peer learning and offer feedback in a constructive and supportive manner.

The program provides a learning environment that may not otherwise be available to the students in their 11-week placement. Six different simulation scenarios were created to provide a wide range of learning opportunities. The objective for each of these scenarios was to:

  • Provide students an opportunity to further develop their spiritual assessment skills;
  • Identify spiritual distress and its causes; and
  • Practice providing spiritual care interventions

Each scenario provided students an opportunity to develop critical thinking and reasoning skills in the provision of Spiritual Care.