Setting up a learning community in a clinical department; experiences & results from a 2-year pilot
PD-0729
Abstract
Setting up a learning community in a clinical department; experiences & results from a 2-year pilot
Authors: Martijn Kamphuis1, Mirjam Soumokil1, Petra Bouwmeester2, Fleur Wit1, Moniek van Klink – de Goeij1, Harmen Bijwaard3,4
1Inholland University of applied sciences, Medical Imaging and Radiation Therapy, Haarlem, The Netherlands; 2Noordwest Ziekenhuisgroep, Radiology, Alkmaar, The Netherlands; 3Inholland University of Applied Sciences, Medical Technology Research Group, Haarlem, The Netherlands; 4National Institute for Public Health and the Environment, Radiation Protection, Bilthoven, The Netherlands
Show Affiliations
Hide Affiliations
Purpose or Objective
We define a Learning Community (LC) as a close collaboration between a hospital and a Bachelor program Medical Imaging and Radiation Therapy in which all involved partners (students, professionals and teachers) work together to learn from each other and to ultimately improve quality of care. In 2020 we set-up an LC in a large top-clinical hospital in The Netherlands. Here we describe the process of introducing an LC and evaluate the results of a 2-year pilot in terms of scientific and educational output as well as satisfaction of all partners.
Material and Methods
In 2019, a steering group was formed within the university to prepare the introduction of an LC. In March 2020, collaboration was initiated with a large top clinical hospital in The Netherlands. After a period of intense preparations, the LC started in September 2020 as a two-year pilot. Main characteristics of the LC were: learning together in a larger group, all partners (professionals, students and teachers) collaborate weekly within a dedicated space in the hospital area. Students had to apply for a position within the LC by sending a personal video and motivational letter.
In every pilot year, all partners evaluated the collaboration within the pilot twice. They received a questionnaire containing multiple-choice and open questions, including a simplified Net Promotor Score (NPS question; would you recommend the LC to others? Yes/No). Results were discussed within the group (separate with students) during physical and online meetings.
In addition, the number of clinical placements, as well as the scientific output in the form of a bachelor theses, were recorded. These results were compared with the 2-year period before the introduction of the LC.
Results
Despite the fact that the pilot coincided with the COVID-19 pandemic, the LC started with 12 3rd year bachelor students in September 2020. In the second year of the pilot, the number of students increased up to a total of 17. In four evaluation rounds, all partners indicated that they would recommend other people to join an LC (NPS 100%). Students, professionals and teachers mostly appreciated the short communication lines as well as group-learning within the LC. The number of clinical placements increased from 5.5 before introduction of the LC to 8 per year (+45%) after introduction. The number of bachelor theses positions increased from 8 to 17 in a 2-year period (+213%).
Conclusion
Setting up the LC was successful, both in terms of output and satisfaction of the partners. After the pilot, it was decided to prolong the collaboration. Currently, opportunities for further collaboration in research are investigated.