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Techniques for Assessing the Struggling Learner in the Clinical Learning Environment

Day: Saturday 27 August
Time: 0930-1230
Venue: Lyon Congress Centre

Presenters: Justin Triemstra1, Rachel Poeppelman2, Monica van de Ridder3, Larry Gruppen4
1 Spectrum Health/Michigan State University, Grand Rapids, USA
2 University of Minnesota, Minneapolis, USA
3 Michigan State University, Grand Rapids, USA
4 University of Michigan, Ann Arbor, USA

Background: Delineating struggling learner’s strengths and weaknesses is essential to helping them progress. Remediation historically focused on individual flaws, however, the clinical learning environment (CLE) provides a lens through which a struggling learner is viewed and should be considered when developing assessment strategies. Gruppen et al. developed a framework that describes the CLE as “a complex psychosocial-physical construct that is co-created by individuals, social groups, and organizations in a particular setting” and includes components such as personal, social, organizational, and physical and virtual spaces. Utilizing established conceptual frameworks for the CLE can assist health profession educators (HPE) in designing assessment programs for struggling learners that are adapted to specific CLE. In this highly interactive, learner-centered workshop, participants will develop a CLE scan tool for assessment programs of struggling learners to highlight the importance of institutional environments and focus beyond individual flaws.
Who Should Participate: All educators and administrators who assess and evaluate health profession learners.
Structure of Workshop: Part 1: Activity #1a: Illustrative Case of Struggling Learner; Didactic #1: Introduction and review of CLE frameworks and the struggling learner; Activity #1b: Facilitated small groups to discuss a point allocation method that assists participants in identifying all aspects of the CLE that affect a struggling learner; Activity #1c: Large group discussion comparing small groups discussions on the variety of components in the CLE that affect a struggling learner.
Part 2: Didactic #2: Literature on development of diagnostic tools to scan the struggling learner’s environment; Activity #2a: Facilitated small groups will create an environmental scan tool (i.e. checklist) that accompanies all components of the CLE that can guide assessment of a struggling learner; Activity #2b: Facilitated small groups apply newly developed tool to second illustrative case; Activity #2c: Large group discussion via gallery walk of environmental scan tools on large post it notes.
Intended Outcomes:  Understand how different components of the CLE affect struggling learners.
Develop an environmental scan tool to assess all components of the CLE affecting struggling learners.

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