What accommodations can be made to support the well-being of medical learners?

Accommodations for Medical Learners

Medical learners require structured simulation-based training programs with protected time, dedicated mentorship, and on-demand educational resources to support their well-being and competency development.

Core Educational Accommodations

Simulation-Based Learning Infrastructure

Medical education should incorporate high-fidelity simulation training as a primary accommodation to reduce the stress and variability inherent in traditional apprenticeship models 1. This approach allows learners to:

• Practice clinical skills in a safe, controlled environment where mistakes become learning opportunities rather than sources of anxiety or patient harm 2, 1
• Access standardized clinical scenarios that eliminate the unpredictability of real clinical settings, which often create educational gaps and learner stress 3
• Develop both technical and non-technical competencies without the fear of causing patient injury 1

The psychological benefit of simulation training cannot be overstated—learners can experience and recover from errors before encountering actual patients, significantly reducing performance anxiety 2.

On-Demand Educational Support

Establish accessible, on-demand mentorship systems where learners can request specific educational experiences when they identify knowledge gaps 4. This accommodation includes:

• Dedicated pager or communication systems connecting learners to physician-educators available for immediate teaching sessions 4
• Scheduled simulator time allowing learners to practice identified deficiencies with real-time physician mentorship 4
• Flexibility for learners to control their educational sequence rather than relying solely on chance patient encounters 4

This model directly addresses learner well-being by empowering students to take ownership of their education and reducing anxiety about unmet learning objectives 4.

Structured Feedback and Debriefing

Effective debriefing after simulation sessions is crucial for learner development and psychological safety 3, 5. Accommodations must include:

• Mandatory debriefing sessions following all simulation exercises, led by trained facilitators who can provide constructive feedback without judgment 3
• Faculty development programs ensuring educators possess skills in effective feedback delivery 3
• Interprofessional team training opportunities that normalize collaborative learning and reduce isolation 5

Protected Learning Time

Learners require dedicated, uninterrupted time for simulation-based education separate from clinical service obligations 3. This accommodation recognizes that:

• Clinical environments contain numerous distractions and interruptions that compromise learning quality 3
• Variable clinical educator quality creates inconsistent educational experiences 3
• Protected simulation time provides standardized, high-quality learning experiences regardless of clinical volume 3

Implementation Considerations

Resource Allocation

While simulation programs require significant upfront investment, they are cost-effective when properly utilized and directly support learner well-being by preventing the stress of underprepared clinical transitions 1. Institutions should prioritize:

• High-fidelity simulators with realistic physiologic responses 4
• Dedicated physical space for simulation activities 4
• Trained faculty with protected time for educational activities 3

Faculty Development

Invest in comprehensive faculty training programs focused on simulation design, debriefing techniques, and adult learning theory 3, 5. Untrained facilitators cannot deliver the psychological safety and effective feedback that learners need for well-being 3.

Common Pitfalls to Avoid

• Do not implement simulation without proper faculty training in debriefing—this undermines the psychological safety that makes simulation beneficial for learner well-being 3
• Avoid treating simulation as merely a technological solution; the human elements of mentorship and feedback are paramount 5
• Do not rely solely on chance clinical encounters for education, as this creates anxiety about competency gaps 4
• Ensure simulation scenarios reflect real-life situations with appropriate cognitive fidelity, not just physical realism 2