Examining the Disconnect Between Communities of Practice Learning Theory and Educational Practices in the PharmD Program in Qatar

Abstract

Objective. To examine the Qatar University Doctor of Pharmacy (PharmD) program for evidence of incorporation of communities of practice (CoP) learning theory. Methods. A developed CoP framework was used as a theoretical instrument to analyze the evidence of CoP theory in QU PharmD program, utilizing a case study research approach. Results. The research suggests that the evidence of the CoP framework in the PharmD program falls into three categories. The first category represents elements of CoP that were fully evident, such as knowledge recontextualization, social and professional acceptance, and effective assessment measures. The second category represents elements that were partially evident, such as the formation of a co-development team, informal learning, mentoring strategies, and preceptors' orientation to assessment. The third category represents elements that were not evident, such as collaboration between faculty and preceptors and ensuring the reliability and validity of assessment tools. In cases where elements of CoP were implemented, this was an implicit rather than explicit application of CoP theory. Therefore, it was theorized that the disconnect between CoP learning theory and educational practices is at the "implicit disconnect" level. Conclusion. This research indicates that the CoP framework facilitated the identification of areas for future quality improvement and suggests that the theoretical CoP framework could be used by other programs to identify areas for improvements. We theorize that a full and explicit implementation of learning theory into educational practices is crucial, which calls for the collaboration of academic, practice, accreditation, and governmental sectors in pharmacy educational reform initiatives.

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

“…These constructivist views explain the overlapping principles among some of these theories, so they appear as logically expanded and developed from each other. 6…”

“…69 In Table 1, the originator of the theory, examples about the application of the theory in healthcare professional education (undergraduate, graduate, or CPD context), and a brief critical comment about the theory are provided. 6 This literature synthesis provides an easy to use summary of key theories, which helps healthcare professional educators to have informed decisions of their instructional strategies, learning objectives, and evaluation approaches. This will subsequently result in student experiences improvement.…”

“…In Table 1, a special emphasis is placed on the application of the theory in healthcare professional education. 6 For example, within the instrumental learning theories, frameworks that measure clinical performance and competence are originally derived from the behavioral theories, 24 while concept maps are derived from the cognitivism. 27 Within the humanistic learning theories, CPD programs are applications of self-directed learning.…”

“…Nevertheless, Knowles's ideas have guided the development of teaching strategies that are suitable for adult learning. 6,7 An understanding of adult learning theories (ie, andragogy) in healthcare professional education programs is important for several reasons. First, educational philosophies and theories are an essential part of evidence-based educational practice.…”

Applications of social theories of learning in health professions education programs: A scoping review

“…The use of SToLs in HPEPs varies possibly due in part to a lack of awareness of available SToLs and a paucity of specific in-context examples to help educators consider the theories relevant to their teaching situation. SToLs include zone of proximal development, sociocultural theories, Bandura's social learning and social cognitive theories (SLT and SCT), situated cognition, and communities of practice ( 13 , 20 – 25 ). Zone of proximal development is defined as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with a more capable peer” ( 26 ).…”