Dr. Smith is associate clinical professor, Department of Family and Preventive Medicine, University of California, San Diego, School of Medicine, San Diego, California. Dr. Shochet is assistant professor, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland. Dr. Keeley is assistant dean for student affairs and associate professor, Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia. Dr. Fleming is director of medical student education, college mentor, and associate professor, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. Dr. Moynahan is associate professor and deputy dean for education, University of Arizona College of Medicine, Tucson, Arizona.
Acad Med. 2014 Jun;89(6):928-33. doi: 10.1097/ACM.0000000000000239.
To determine the presence and characteristics of learning communities (LCs) in undergraduate medical education.
The authors updated an earlier Web-based survey to assess LCs in medical education. Using a cross-sectional study design, they sent the survey to an LC leader or dean at each Association of American Medical Colleges member medical school (n = 151) between October 2011 and March 2012. The first survey item asked respondents to indicate if their institution had LCs. Those with LCs were asked to provide details regarding the structure, governance, funding, space, curricular components, extracurricular activities, and areas addressed as part of the LCs. Those without LCs were asked only if they were considering developing them. The full survey instrument contained 35 items including yes/no, multiple-choice, and open-ended questions. The authors analyzed data using descriptive statistics and examined open-ended responses for recurrent themes.
The response rate was 83.4% (126/151). Sixty-six schools (52.4%) had LCs. Of the 60 remaining schools without LCs, 29 (48.3%) indicated that they were considering creating them. Of the 52 schools that provided the year their LCs were established, 27 (51.9%) indicated they began in 2007 or later. LC characteristics varied widely.
The number of medical schools with LCs is increasing rapidly. LCs provide an opportunity to transform medical education through longitudinal relationships and mentoring. Further study is needed to document outcomes and best practices for LCs in medical education.
确定本科医学教育中学习社区（LC）的存在和特征。
作者更新了一项先前的基于网络的调查，以评估医学教育中的 LC。采用横断面研究设计，他们在 2011 年 10 月至 2012 年 3 月期间向美国医学院协会（AAMC）成员医学院的每个 LC 负责人或院长发送了该调查（n=151）。第一项调查项目要求受访者指出他们的机构是否有 LC。有 LC 的人被要求提供有关结构、治理、资金、空间、课程组成部分、课外活动以及作为 LC 一部分解决的领域的详细信息。没有 LC 的人仅被问到他们是否正在考虑开发它们。完整的调查工具包含 35 个项目，包括是/否、多项选择和开放式问题。作者使用描述性统计分析数据，并检查了开放式回答中的反复出现的主题。
回应率为 83.4%（126/151）。66 所学校（52.4%）有 LC。在其余 60 所没有 LC 的学校中，29 所（48.3%）表示他们正在考虑创建它们。在提供 LC 成立年份的 52 所学校中，27 所（51.9%）表示他们在 2007 年或之后开始。LC 的特点差异很大。
拥有 LC 的医学院数量正在迅速增加。LC 通过纵向关系和指导提供了改变医学教育的机会。需要进一步研究来记录 LC 在医学教育中的结果和最佳实践。
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