How to Develop and Optimize a Community of Practice for Educational Scholarship

Edwards, Catherine; Islam, Shehla; Zaidi, Zareen; Hahn, Paulette

doi:10.1007/s40670-017-0478-1

Cited by 4 publications

(6 citation statements)

References 16 publications

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“…The notion of a gendered culture in clinical practice has been previously reported in relation to the impact that it had on the development of professional identity of third‐year female medical students . The participants’ descriptions of the transmission of specific values, identity and lore in line with their gender reflect many of the features of a community of practice as set out in the wider literature . We integrated our findings into a gendered apprenticeship theory (see Figure ), which summarises the process by which gendered culture is transmitted to students within what appear to be male and female communities of practice.…”

Section: Discussionmentioning

confidence: 83%

“…Research is urgently needed to address the dearth of literature on how medical students perceive the impact of their gender on learning clinical practice. Such research should be cognisant of the influence of the context on the manner in which learning takes place . In developing their knowledge and expertise in the clinical context, medical students and doctors become part of a community of practice.…”

Section: Introductionmentioning

confidence: 99%

“…In developing their knowledge and expertise in the clinical context, medical students and doctors become part of a community of practice. This community of practice comprises people with a shared ethos who provide each other with mutual support to improve what they do . Individuals in a community of practice learn from each other's experiences, knowledge and expertise through shared practice, as well as a repository of narratives and perspectives .…”

Section: Introductionmentioning

confidence: 99%

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‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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Context Gender‐related inequality and disparity hinders efforts to develop a medical workforce that facilitates universal access to safe, just and equitable health care. Little is known about how medical students perceive the impact of their gender on their learning in clinical practice. Our aim in this study was to address this gap, establishing students’ perceptions of the impact of their gender on learning in the clinical context as part of the wider medical education community of practice. Methods We undertook a qualitative study that simultaneously gathered data through narrative individual interviews and online case reports from male and female students (n = 31) from different academic cohorts with prior experience of clinical practice in a Russell Group University medical school in the UK. Interviews were transcribed and analysed thematically alongside case report data. Results and discussion The participants revealed that there was a culture in clinical practice where their gender influenced how they were taught and supported by senior medical and surgical colleagues. Gender was also said to determine the clinical learning opportunities afforded to students, especially with regards to the care of patients of a different gender. The mentorship and support for learning provided to students in clinical practice was also said to be influenced by the medical student's gender. Conclusion Our findings suggest that students undergo a gendered clinical apprenticeship within what are in effect gendered communities of practice with some distinct features. These findings underscore the imperative for further work to establish how medical students of all genders can be supported to fulfil their potential in clinical practice.

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Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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“…The creation of an academy of medical educators or similar group is a key component to establish a group that confers high value on the professional identity of educators 8 that can be accomplished with a formal academy of medical educators, but can also be established with other learning communities or faculty groups within the institution or professional societies. 9,10 Online chat groups and workshops can be developed to keep the faculty development community engaged over time. 10 Once established, the community of faculty can serve as the core group for faculty development programming, encourage continued growth as educators, and provide inspiration for rising faculty members to join the group.…”

Section: Institutional Culturementioning

confidence: 99%

Common Cause and Common Purpose: Strategies to Increase Engagement in Faculty Development Activities

Donnelly

Ray

et al. 2021

The American Journal of Medicine

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“…It is made of a group of people or a learning team who work together to gain and share the knowledge and expertise (Wenger et al, 2002). Participating members interact on a regular basis aiming for improving their level of practice (Nemec andLaMASTER, 2014, Edwards et al, 2017) [8,2] . The concept of CoP has been applied in a variety of fields with successful outcomes (Pogrund, 2019, Barnett et al, 2012, Gandamihardja, 2014, Lin and Sherbino, 2015) [10,1,4,6] .…”

Section: Introductionmentioning

confidence: 99%

IMG education program – A community of practice framework for IMGs and clinical observers

Kalsi¹,

Farzanehfar²,

Coutts³

et al. 2022

Int. J. Adv. Res. Med.

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International Medical Graduates (IMGs) are faced with unique educational needs and challenges during transition to Australian healthcare setting. Although IMGs' issues have been well identified in the literature, limited interventions were done to overcome the gaps. The aim of this study is to provide a platform of learning and to improve confidence in IMGs to work more competently and independently in Australian healthcare system. At Northern Health we applied the community of practice (CoP) framework to establish an education program for IMGs and Clinical Observers. Our findings show that 'IMG Education Program' is highly regarded by IMGs and clinical observers; 87% are satisfied with IMG education sessions and 93.5% regard digital communication platforms highly. This program provides the opportunity for IMG JMOs and Observers to engage with their community; share information, improve skills, build relationships and develop a repertoire of shared resources to enable a smoother transition to the Australian medical workforce.

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How to Develop and Optimize a Community of Practice for Educational Scholarship

Cited by 4 publications

References 16 publications

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

Common Cause and Common Purpose: Strategies to Increase Engagement in Faculty Development Activities

IMG education program – A community of practice framework for IMGs and clinical observers

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