Learning Environment Assessment and Feedback

Vanderbilt's Interprofessional Clinical Learning Environment Report Card

National associations that promote health professions education have called for more attention to student, resident and faculty learning environments. High quality learning environments consistently reflect best practices in education, professionalism and patient care and are deliberately organized to support the continuous learner.

Positive learning environments monitor factors that impact learner development, reward quality role-modeling and establish effective processes to address disrespectful or unsafe behaviors. Strategies to regularly measure the learning environment are necessary in order to assure that it best supports learners across the professions and throughout the continuum of lifelong learning,

The Vanderbilt Interprofessional Clinical Learning Environment Report Card is designed to support critical reflection and organizational improvement in key areas. Using data from a variety of surveys that allow national benchmarking, this internal report card focuses on the critical domains of learner development, professionalism, and quality and safety in patient care. Priority topics were selected in each domain:

Learner Development: feedback, educator quality, and learning support

Patient Care: care transitions, safety culture, and quality improvement

Professionalism: addressing concerns, diversity & inclusion, and wellness



This learning environment framework was developed by a team of students, residents and faculty from Vanderbilt University and the Vanderbilt University Medical Center. The Learning Environment Assessment and Feedback (LEAF) Committee aggregates organizational performance data on a yearly basis. Data is selected from available measurements in human resources, education evaluation (local and national), and from patient feedback.

By defining key domains for effective learning environments and aggregating institutional performance measures across learner populations, the LEAF Committee can identify trends and benchmarks. The ultimate goal is collaboration between learners, educators, leaders and holders of organizational performance data in a way that allows targeting of improvements and recognition of excellence.


 Access the Learning Environment Report Card (VUNetID required)

LEAF Committee 2018

  • Juan Pablo Arroyo Ornelas, MD
  • Donald Brady, MD*
  • Bill (William) Cooper, MD, MPH*
  • Bill Cutrer, MD, MEd*
  • Jesse Ehrenfeld, MD, MPH
  • Amy Fleming, MD, MHPE*
  • Saif Hamdan
  • Karen Hande, DNP, ANP-BC, CNE*
  • Jacqueline Harris
  • Katie Houghton, MBA
  • Kianna Jackson
  • Mary Ann Jessee, PhD, RN
  • Betsy Kennedy, PhD, RN, CNE*
  • Will Martinez, MD, MS
  • John McPherson, MD
  • Bonnie Miller, MD, MMHC*
  • Kendra Osborn
  • Shaunna Parker, MSN
  • Kate Payne, RN, JD, NC-BC
  • Cathy Pettepher, PhD*
  • Regina Russell, MA, MEd
  • Mavis Schorn, CNM, PhD, FACNM*
  • Allison Shields, CPNP-PC, MSN, RN
  • Shannon Skinner, MD
  • Anderson Spickard III, MD, MS*
  • Clark Stallings
  • Rebecca Swan, MD
  • Kim Vinson, MD
  • Lynn Webb, PhD
  • Chris Wilson, MSN

*LEAF Advisory Members

For more information, contact:
Regina Russell, committee chair