Karen L Forbes,University of Alberta,Edmonton,AB; Josée Anne Gagnon,Université Laval,,; Preetha Krishnamoorthy,McGill University,,


It is essential for the success of any medical teaching environment that excellence in teamwork and communication is fostered. With the reliance of multiple team members for the delivery of clinical care and education, situations of conflict may arise, some of which may be perceived as mistreatment.  These conflicts may exist among various members of the team, and may involve peers, or be between individuals where a perceived hierarchy exists. A positive learning environment without mistreatment fosters learning, collaboration, and learner satisfaction. In order to create an optimal learning environment, clinical preceptors must be able to recognize perceived or real situations of mistreatment, and to develop effective strategies to address these challenges, and thus create positive change to improve the learning environment.


By the end of this workshop, participants will:

  1. Describe characteristics of an optimal learning environment.
  2. Recognize common challenges in the learning environment, including mistreatment.
  3. Apply effective strategies to address and resolve perceived or real abusive situations.

Methods and Content:

This highly interactive workshop will begin with an overview of the learning environment and will include discussion of common challenges and situations with respect to mistreatment.  Participants will break out into small groups for discussion, stimulated by use of both a video scenario and brief vignettes. Participants will then actively engage in role-play exercises based on challenging situations, with adequate time for discussion and debriefing. We will close by bringing the group back together to review lessons learned. Participants will leave with some effective strategies to optimize the learning environment that they will be able to implement in their own clinical and educational context.