Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education

Introduction

Educational models must not be left behind in this ever-changing world. Most educational models employed in higher education rely on lectures as the primary learning method. Lectures inadvertently create a gap between students and faculty and disincentivize student engagement due to the passive nature of the learning environment (Margetson, 1994). These educational environments can generate learning barriers that may negatively affect a student's professional development. There is a pressing need for new educational models that highlight the learning opportunities outside of the classroom and promote academic excellence through innovative teaching methods such as mentoring. These models should further encourage vertical skill transmission, stimulate deep learning, nurture long-lasting knowledge with real-world applications, and positively impact students’ well-being.

Medical schools worldwide have noticed that their students face similar challenges during their academic and professional development. Burnout has been described as a state of mental and physical exhaustion related to work (Ishak, 2013). Some multi-institutional studies in the U.S. have concluded that burnout is highly prevalent amongst medical students (IsHak et al., 2013) and can be seen in almost 50% of U.S. students during their pre-clinical years (Dyrbye et al.,2008). Burnout is a global phenomenon with widespread prevalence in medical schools (Gómez et al., 2015; Moreira de Sousa et al., 2018; Quek et al., 2019). There is evidence of its lasting negative impact on students’ academic performance (Mihăilescu et al., 2016), their sense of well-being, and their academic achievement (Martínez & Marques, 2005; Salanova et al., 2010; Schaufeli et al., 2002). It has led to suboptimal patient care and decreased personal health and well-being (IsHak et al., 2013; Hojat et al., 2015; Firth-Crozen & Greenhalgh, 1997; Shanafelt et al., 2002), as well as engagement in unprofessional behaviors (Dyrbye et al., 2010).