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The Medical School Learning Environment

Course Supervisors' Perceptions

D. Cleave-Hogg

E. M. Sellers

Faculty of Medicine University of Toronto

In mosn mnedical schools intellectual, interpersonal, and ethical development of students are ti/e core constituents of statements of educational goals and objectives. Paradoxica/lk; it inay be that the dominant features of the educational environments of these schools serve to inhibit student development in these areas. T/iis report describes one of a series of inivestigations, carried out at the Faculty of Medicinie of a large Canadian university, testing the hypothesis of a mismatch between educational goals and the educational environiment. In this study the perceptions of course and topic supervisors, who are responsible for t/ie planning, coordination, presentation, and evaluation of the discrete courses thai make tip the undergraduate medical curriculum, are described and analyzed with reference to A rgyris and Schon 's Model 1 and Model 2 definitions of institutional environmnents.

Evaluation & the Health Professions, Vol. 12, No. 1, 24-46 (1989)
DOI: 10.1177/016327878901200102


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