Purpose and Authority
The purpose of the Undergraduate Medical Education (UGME) Learning Environment Advisory Council (the “Advisory Council”) is to:
- Advise the UGME Committee on recommendations that promote a culture of well-being, trust, and respect among students, faculty, and staff; and
- Monitor indicators of the UGME learning environment1, including signals from student surveys and aggregate reports.
Composition
This Advisory Council is made up of ex officio and appointed members.
The Faculty of Medicine’s commitment to equitable and diverse membership on its committees and advisory councils guides its nomination and selection process.
Ex officio
- Associate Dean, UGME (co-chair) (1)
- Senior Advisor, FoM Safety & Risk Services (co-chair) (1)
- Associate Dean, UGME Student Affairs or delegate (1)
- Associate Dean, FoM Faculty Development (1)
- Director, FoM Evaluation Studies (1)
- UGME Curriculum Lead, Student Professionalism and EDI (1)
- Learning Environment Advisor, Office of REDI (1)
Appointed
- One Site MDUP Administrative Director (rotating among IMP, NMP, SMP, and VFMP) (1)
- Three FoM departmental members appointed by the Department Head (from core clinical rotations) (3)
- Four MDUP Site leaders (one from each of IMP, NMP, SMP, and VFMP) including Faculty Development, Assistant Deans, Site Education Leaders, and Discipline Specific Site Leaders (4)
- Two MDUP students (one from Year 1&2 and one from Year 3&4) (2)
Corresponding members
- Associate Dean, Health Professions
- Assistant Dean, Postgraduate Medical Education
- Associate Director, Faculty Development
- Educational Environment Faculty Lead, Postgraduate Medical Education
Guests may be invited to join specific meetings at the co-chairs’ discretion
Appointment Process
Ex officio members are members by virtue of their administrative appointment.
The appointed student members are appointed by the Medical Undergraduate Society (MUS) at the request of the Faculty of Medicine.
Other appointed members are appointed by the Associate Dean, UGME in consultation with the Regional Associate Deans and Department Heads.
Term
Ex officio members are members as long as they hold their administrative appointment.
Normally the Year 1&2 student will continue on as the Year 3&4 representative.
Other appointed members are members for a 3-year term and are eligible for renewal.
Chair
Co-chaired by the Associate Dean, UGME and Senior Advisor, Safety & Risk Services, Faculty of Medicine.
Meeting Schedule and Administration
Normally meets approximately 8 times per year and at the call of the co-chairs.
All members are expected to attend all meetings in person or via videoconference or phone.
A staff member from the UGME Office will capture meeting minutes. Agendas and minutes will be circulated to all members.
Records will be maintained in accordance with UBC and Faculty of Medicine records retention procedures.
Quorum and Decision-Making Process
This advisory council provides advice based on the input of all members. Members typically reach consensus on that advice, but may convey multiple perspectives if consensus does not emerge.
Lines of Accountability and Communication
This Advisory Council:
- Advises and reports to the UGME Committee on an annual basis.
- Liaises with other individuals, units, and committees/subcommittees to gather information to inform advice, as needed.
Representatives of this advisory council liaise with other academic and administrative committees and advisory councils, as needed.
Responsibilities
This Advisory Council will:
- Review aggregate reports (provided by the Associate Dean, UGME) of the learning environment from multiple sources, including
- a. The AFMC Graduation Questionnaire pertaining to student mistreatment and the learning environment.
- b. Evaluation Studies End-of-Rotation and End-of-Elective Surveys including student comments.
- c. Evaluation Studies Health Education Learning Environment Survey (HELES).
- d. Any other sources relevant to the Learning Environment in the FoM.
- Collaborate with the Office of REDI, Postgraduate Medical Education (PGME) and other units in the UGME to identify and address systemic causes of discrimination and mistreatment of students in the UGME environment.
- Collaborate with FoM Faculty Development in developing a strength-based approach to support our faculty in providing a safe and supportive learning environment.
- Collaborate with UGME curriculum teams to identify needs and review learning objectives for sessions related to student mistreatment, the learning environment, and professional behaviour, in alignment with the MDUP Exit Competencies.
- Collaborate with Students Affairs, students and others to proactively identify systemic opportunities for improvement of the learning environment.
Guiding Principles in Decisions Regarding Recommendations
- Potential benefits to students at all sites of the MDUP.
- Effective and efficient use of resources to address gaps and improve the quality of the learning environment.
- Compliance with UBC Respectful Environment Statement: refer to http://www.hr.ubc.ca/respectful-environment/.
- Compliance with CACMS accreditation elements 3.4, 3.5 and 3.6.
- This is an Advisory Council of the UGME Committee – see reporting structures and responsibilities of the UGME Committee.
Approval
This version of these terms of reference has been approved by the Undergraduate Medical Education Committee on September 16, 2024.
Version History
- Approved the UGMEC on September 16, 2024
- Approved by the Undergraduate Medical Education Committee on June 19, 2023
- Approved by the Undergraduate Medical Education Committee on June 20, 2022
- Revised on June 9, 2022
Appendix One: UGME Committee Terms of Reference Responsibilities and CACMS Standards (version 2024-25) Relevant to this Advisory Council
Learning Environment
The UGME Committee promotes positive learning environments in all components of the UGME program and at all sites, by ensuring that all participants are aware of the policies and standards governing faculty/staff/students behaviours and interactions: UBC Respectful Environment Statement for Student, Faculty and Staff, and the Faculty of Medicine “Professional Standards” document [3.5].
CACMS Accreditation Standards (2024-25)
3.4 Anti-Discrimination Policy
A medical school and its clinical affiliates do not discriminate on any grounds as specified by law including, but not limited to, age, creed, national origin, race, sex, diverse sexual orientation, gender identity, and gender expression. The medical school and its clinical affiliates foster an environment in which all individuals are treated with respect and take steps to prevent discrimination, including the provision of a safe mechanism for reporting incidents of known or apparent breaches, fair and timely investigation of allegations, and prompt resolution of reported incidents with a view to preventing their repetition.
3.5 Learning Environment
A medical school ensures that the learning environment of its medical education program is conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations.
The medical school and its clinical affiliates share the responsibility for periodic evaluation of the learning environment in order to:
- Identify positive and negative influences on the maintenance of professional standards;
- Implement appropriate strategies to enhance positive and mitigate negative influences;
- Identify and promptly respond to reports of violations of professional standards.
3.6 Student Mistreatment
A medical school has policies that define mistreatment, has effective mechanisms in place for a prompt response to any complaints, and supports educational activities aimed at preventing mistreatment and retaliation. Mechanisms for reporting mistreatment are understood by medical students and visiting medical students and ensure that any mistreatment can be registered and responded to.
Appendix Two: Learning Environment Conceptualization
- The learning environment refers to the social interactions, organizational culture and structures, and physical and virtual spaces that surround and shape the learners’ experiences, perceptions, and learning (Appendix 2) ↩︎