Learner Experience & Culture

Enabling all learners to grow in a safe, stimulating and compassionate environment.

Goal Statement: 

Learners state they are valued and supported.

2023 Success Measures:

Learners state they are valued and supported during their Sunnybrook placement. Target: 95 per cent.

Overview

An extraordinary learning experience requires great teachers, committed colleagues and an environment where learners feel safe to take interpersonal risks in the work environment. Psychological safety¹ is important to learners’ perception of their learning environment (Tsuei, 2019) and is also associated with how learners rate satisfaction with their clinical learning experiences (Karina, 2016). Supportive learning environments are associated with longitudinal relationships free from judgement by peers, mentors, and team members (Tsuei, 2019).

Although there are few studies about learning behaviours in the educational context, there is evidence that psychological safety increases the motivation for knowledge sharing between individuals (Siemsen, 2009). There is also evidence that there is a clear role for teachers in contributing to the creation of an educationally safe learning environment, and that group dynamics and interpersonal relationships influence academic performance (Soares, 2017).

At the core of Sunnybrook’s mission is teaching and learning. In recent years, learners have rated Sunnybrook highly (more than 90 per cent satisfaction) in terms of their placement experience and how their learning objectives were met. Well-attended student wellness events and leadership forums, orchestrated by the Student Experience Committee, contribute to these strong results. At the same time, learners have indicated that Sunnybrook, along with all other TAHSN members, needs to address such issues as incivility, especially from patients/family members and clinical staff, and harassment, typically described as disrespect, verbal assaults and bullying.

Sunnybrook’s leadership role within TAHSNe resulted in the development and subsequent widespread adoption of policies to address these issues. In addition to adopting these recommendations, the Education Program will introduce more specific evidence-informed actions over the next three years to create a safer and healthier post-postpandemic physical and virtual learning environment. Planned initiatives include strengthening the bonds within the diverse and inclusive learning community, at the clinical team level and also at the cohort or learner community level; and providing additional resources to the individual learner to foster higher levels of individual resilience since resilience is associated with the ability to withstand, adapt to, and recover from stress and adversity. Innovative assessment approaches to foster improved communication, care and teaching skills among learners with respect to patients and families will be introduced as part of including patient partners on care teams.

In addition to the focus on the learner, opportunities have been identified to strengthen the teaching community at Sunnybrook. Medical and other health professionals at academic health centres serve dual roles: both as clinician as well as teacher. Learners have identified three qualities present in effective teachers: knowledge of subject, enthusiasm (including displaying personal interest) and communication skills (Singh, 2013; Soares, 2017). Over the next three years, teachers will be supported in strengthening their ability to create safe and equitable learning environments through the provision of resources and training designed to improve the clarity of their communication, their understanding of equity, diversity, and inclusion principles and their ability to provide feedback. Mentorship opportunities for teachers will also be expanded.