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Alignment achieved? The learning landscape and curricula in health profession education.

Objective The overall aim of this review is to map the area around the topic of the relationship between physical space and learning and to then draw further potential implications from this for the specific area of health profession education. Methods The nature of the review is a scoping review fo...

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Published in:Medical Education Vol. 50; no. 1; pp. 61 - 69
Main Author: Nordquist, Jonas
Format: tables/charts Journal Article
Published: Wiley-Blackwell Jan2016
Online Access:View this record in EBSCOhost
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      dt: Jan2016
      vid: 50
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/medu.12844
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        atl: Alignment achieved? The learning landscape and curricula in health profession education.
      aug:
        au: Nordquist, Jonas
        affil: Department of Medicine (Huddinge), Karolinska Institutet, Stockholm Sweden
      sug:
        subj:
          Learning
          Curriculum Development Evaluation
          Health Occupations
          Education, Medical
          Models, Educational
          United States
          Students, Medical
          Academic Performance
      ab: Objective The overall aim of this review is to map the area around the topic of the relationship between physical space and learning and to then draw further potential implications from this for the specific area of health profession education. Methods The nature of the review is a scoping review following a 5-step-model by Arksey & O'Malley. The charting of the data has been conducted with the help of the networked learning landscape framework from Nordquist and Laing. Results The majority of the research studies on classroom-scale level have focused on how technology may enable active learning. There are no identified research studies on the building-scale level. Hence, the alignment of curricula and physical learning spaces has scarcely been addressed in research from other sectors. In order to 'create a field', conclusions from both case studies and research in related areas must be identified and taken into account to provide insights into health profession education. Four areas have been identified as having potential for future development in health profession education: (i) active involvement of faculty members in the early stages of physical space development; (ii) further development of the assessment strategies for evaluating how physical space impacts learning; (iii) exploration of how informal spaces are being developed in other sectors; and (iv) initiating research projects in HPE to study how informal spaces impact on students' learning. Conclusion Potentially, the results of this scoping review will result in better future research questions and better-designed studies in this new and upcoming academic field of aligning physical learning spaces and curricula in health profession education.
      pubtype: Academic Journal
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        Journal Article
      ougenre: Article
    language: English
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