Table 4.

Priority 4: A safe, supportive learning environment that facilitates the co-production of professional development for physicians and safe and effective patient care

Ensure a respectful, supportive, and caring environment for trainees, faculty, and staff	Promotion of the professional and personal development of learners; improved work environment for learners/faculty/staff (quality, equity) [3]	Accreditation: Accreditation standards against harassment of trainees; standards for trainees and others to raise concerns with their learning and working environment Institution and program: Institutional- and program-level efforts to promote respect and caring in the learning and working environment
Promote the safety and effectiveness of patient care in teaching settings	Appropriate supervision and oversight of care; improved experience of care for patients (quality, equity) [3]	Accreditation: Accreditation standards limiting trainee work hours; standards to educate trainees and faculty and fatigue management; standards for appropriate supervision and faculty oversight of care in teaching settings, and equity of care regardless of patients’ payer status Institution and program: Institutional- and program-level efforts to promote trainee alertness and fitness to provide care; programs to provide appropriate supervision and faculty oversight of care
Enhance the well-being of trainees, faculty, and other participants in the learning environment	Reduced burnout, distress, and depression in residents, faculty, and other professionals; enhanced work-life balance (quality, equity) [3]	Accreditation: Accreditation standards for trainee and faculty wellness programs; trainee access to care programs for physical and mental care and counselling Institution and program: Institutional programs to provide care, counselling, and suicide prevention for trainees and faculty in distress [24]; programs to address the consequences of patient death, medical error, or other adverse events for residents and faculty [25]