Page 18 - College Planning & Management, March 2019

EXPERIENTIAL LEARNING IN THE HEALTH SCIENCES
collaborate in small groups or share their work with the whole class. WiFi service al- lows students to access online resources.
Clinical Partnerships: Designing Spaces
for Mutual Benefit
Local health care providers also can benefit from well-designed educational facilities, tapping them to provide ongoing training for their employees. Combining resources—rather than operating separate training facilities—can enable both school and provider to have a space that offers more than they could provide on their own.
If the simulation lab reflects the pro- vider’s facilities, the transition between lab and workplace is seamless. Debrief rooms foster the “reflection” portion of experiential learning. If the facility is designed to sup- port interdisciplinary education, profes- sionals from various disciplines can train together, enhancing collaboration at work.
Cone Health, partner in the Union Square Campus, utilizes the nursing edu- cation facility for the residency programs its newly graduated nursing employees complete before they begin work.
At the Marquette University College of
Nursing in Milwaukee, the Wheaton Francis- can Healthcare Center for Clinical Simulation was funded in part by Wheaton Franciscan Healthcare (now Ascension Health). Ascension now has access to the facility and to College of Nursing faculty and evaluation mechanisms for ongoing training of its clinical staff.
How and where health care services are delivered is changing. Health sciences education is adapting accordingly, includ- ing a greater emphasis on experiential learning. It is important that educational
institutions review their physical environ- ments to ensure they reflect and support new educational practices and replicate the clinical environments their graduates will ultimately work in. CPM
Larry Schnuck, AIA, is vice president and team leader for the higher education practice area at architecture and experience design firm Kahler Slater (kahlerslater.com). He can be reached at lschnuck@kahlerslater. com or 414/290-3714.
Future-Proofing Medical Schools with Flexible, Adaptive Design
BY RANDY KRAY AND AMI SHAH
HEALTH CARE POLICY and patient care delivery methods have seen significant evolution with the advent of electronic medical records, artificial intelligence (AI),
telemedicine, and other new technologies and methodologies. The impact of IoT and big data and the exponential increase in complex- ity and vastness of medical information have made it impossible for one physician or health care provider to know all aspects of care. Instead, large teams of specialized care givers are now involved in administering care for a patient.
New Learning in Older Spaces
In order to adequately prepare learners for the changing and complex world of health care, medical schools are adapting new peda- gogies that emphasize experiential and interprofessional education. Specifically, medical schools are shifting from a learning philosophy rooted in rote memorization to one that prioritizes self-motivated, just-in-time learning coupled with a foundational knowledge of basic and clinical sciences. Problem- and team-based learning play a major function in this new approach to medical education.
18 COLLEGE PLANNING & MANAGEMENT / MARCH 2019
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