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Clinical learning environments: Updates.

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Title: Clinical learning environments: Updates.
Authors: Nordquist, Jonas1,2 Jonas.Nordquist@ki.se, Silva, Savannah3, Caverzagie, Kelly4, Hall, Jena5
Source: Medical Teacher. Jun2025, Vol. 47 Issue 6, p911-917. 7p.
Subject Terms: *School environment, *Corporate culture, *Health services accessibility, *Medical education, *Psychological burnout, *Educational outcomes, *Internship programs, *Organizational structure, *Masters programs (Higher education), *Interpersonal relations, *Outcome-based education, *Access to information, Clinical medicine, Psychology of physicians, Sexism, Professional ethics, Physiological adaptation, Patient care, Professional identity, Psychological safety, Racism, Well-being, Obstetrics
Geographic Terms: United States
Abstract: Academic exploration of the Clinical Learning Environment (CLE) has evolved over time. In 2009, Asch et al. drew a direct connection between the CLE, training outcomes, and patient care, highlighting the importance of the CLE and inspiring further research in this domain. With a growing body of evidence articulating its significance, several organizations were prompted to publish conceptualizations of the CLE as a discrete concept, such that its components may be measured and thus improved upon. Since then, it has become increasingly clear that the CLE is not an isolated entity; it is continuously molded by external pressures including the intensifying polarizations within our global society and the political ramifications of these divides. And yet, the nuances of how these external forces influence our CLE, including how we should, or should not, adapt to accommodate them, has not yet been explicitly captured. In this commentary we will summarize the academic history of CLE, review how the shifting global landscape has influenced the CLE, and propose a way forward. As a professional community, we must understand the impact of these external factors such that we may proactively adapt and ensure quality training outcomes and positive outcomes for our patients. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jun2025, Vol. 47 Issue 6, p911-917. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+structure%22">Organizational structure</searchLink><br />*<searchLink fieldCode="DE" term="%22Masters+programs+%28Higher+education%29%22">Masters programs (Higher education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Access+to+information%22">Access to information</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+medicine%22">Clinical medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+physicians%22">Psychology of physicians</searchLink><br /><searchLink fieldCode="DE" term="%22Sexism%22">Sexism</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+ethics%22">Professional ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Physiological+adaptation%22">Physiological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+care%22">Patient care</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Obstetrics%22">Obstetrics</searchLink>
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  Data: Academic exploration of the Clinical Learning Environment (CLE) has evolved over time. In 2009, Asch et al. drew a direct connection between the CLE, training outcomes, and patient care, highlighting the importance of the CLE and inspiring further research in this domain. With a growing body of evidence articulating its significance, several organizations were prompted to publish conceptualizations of the CLE as a discrete concept, such that its components may be measured and thus improved upon. Since then, it has become increasingly clear that the CLE is not an isolated entity; it is continuously molded by external pressures including the intensifying polarizations within our global society and the political ramifications of these divides. And yet, the nuances of how these external forces influence our CLE, including how we should, or should not, adapt to accommodate them, has not yet been explicitly captured. In this commentary we will summarize the academic history of CLE, review how the shifting global landscape has influenced the CLE, and propose a way forward. As a professional community, we must understand the impact of these external factors such that we may proactively adapt and ensure quality training outcomes and positive outcomes for our patients. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185286748
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      – Type: doi
        Value: 10.1080/0142159X.2025.2459361
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      – Code: eng
        Text: English
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Corporate culture
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      – SubjectFull: Health services accessibility
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      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Psychological burnout
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      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Organizational structure
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      – SubjectFull: Masters programs (Higher education)
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      – SubjectFull: Clinical medicine
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      – SubjectFull: Psychology of physicians
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      – SubjectFull: Sexism
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      – SubjectFull: Professional ethics
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      – SubjectFull: Racism
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      – SubjectFull: Obstetrics
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      – SubjectFull: United States
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      – TitleFull: Clinical learning environments: Updates.
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              Text: Jun2025
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