Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2019 Mar 24:6:2382120519827911.
doi: 10.1177/2382120519827911. eCollection 2019 Jan-Dec.

Defining Learning Communities in Undergraduate Medical Education: A National Study

Robert Shochet  1 , Amy Fleming  2 , James Wagner  3 , Jorie Colbert-Getz  4 , Monica Bhutiani  5 , Kevin Moynahan  6 , Meg Keeley  7
Affiliations

Defining Learning Communities in Undergraduate Medical Education: A National Study

Robert Shochet et al. J Med Educ Curric Dev. .

Abstract

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects.

Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices.

Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC's purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes.

Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students' professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years.

Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

Keywords: learning communities; medical students; mentoring; professional formation; undergraduate medical education.

PubMed Disclaimer

Conflict of interest statement

Declaration of conflicting interests:The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

    1. Ebers LH, Lenning OT. The Powerful Potential of Learning Communities: Improving Education for the Future. Washington, DC: Graduate School of Education and Human Development, The George Washington University; 1999. ASHE-ERIC Higher Education Report. Vol 26, No. 6.
    1. McMillan DW, Chavis DM. Sense of community: a definition and theory. J Community Psychol. 1986;14:6–23.
    1. Fink JE, Inkelas KK. A history of learning communities within American higher education. In: Benjamin M. ed. A History of Learning Communities from Start to Finish (New directions for student services series). San Francisco, CA: Jossey-Bass; 2015:5–14.
    1. Involvement in Higher Learning: Realizing the Potential of American Higher Education. Washington, DC: National Institute of Education, Government Printing Office; 1984. Final Report of the Study Group on Conditions of Excellence in Higher Education. (Stock # 065-000-00213-2).
    1. Boyer E. Campus Life: In Search of Community. Princeton, NJ: The Carnegie Foundation for Advancement of Teaching; 1990.

LinkOut - more resources