Implementation of Learning Communities at Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates

Abstract

Robert Hernandez Jr,1,2 Jennie Lou,1,3 Basem Al-Omari,1,3 Lujain Aloum,1,4 Saly Kanj,1 Sawsan Ismaiel,1 John Rock5 1Department of Academic Affairs, College of Medicine and Health Sciences, Khalifa University, Abu Dhabi, United Arab Emirates; 2Department of Medicine, Kirk Kerkorian School of Medicine, University of Nevada Las Vegas, Las Vegas, NV, USA; 3Department of Epidemiology and Population Health, College of Medicine and Health Sciences, Khalifa University, Abu Dhabi, United Arab Emirates; 4Department of Pharmacology, College of Medicine and Health Sciences, Khalifa University, Abu Dhabi, United Arab Emirates; 5Dean’s Office, College of Medicine and Health Sciences, Khalifa University, Abu Dhabi, United Arab EmiratesCorrespondence: Robert Hernandez Jr, Department of Medicine, Kirk Kerkorian School of Medicine, University of Nevada Las Vegas, 2040 W. Charleston Blvd., 4th Floor, Las Vegas, NV, 89102, USA, Tel [phone], Email [email protected]: Learning community programs have been widely implemented in higher education institutions, including many accredited medical schools in North America. Learning communities have been shown to create a sense of belonging, enhance teaching and learning, and promote an inclusive educational environment that reinforces collaboration, professionalism, and wellbeing. Based on their demonstrated success, a learning community program was included in the development of Khalifa University College of Medicine and Health Sciences (KU CMHS), the first medical school in the capital city of Abu Dhabi and the first to offer a postbaccalaureate, Doctor of Medicine (MD) degree in the United Arab Emirates (UAE). Named the Falcon Learning Communities (FLCs), the program adopted the core values of the Learning Communities Institute and integrated them into curricular, co-curricular, and extra-curricular programming. This paper presents an overview on the development of the FLC program, its implication for both students and faculty, preliminary feedback from teachers and learners, and considerations for future work.Keywords: undergraduate medical education, teaching, learning, strategies

Keywords

• undergraduate medical education teaching learning strategies