Piloting a Regional Collaborative in Cancer Surgery Using a “Community of Practice” Model

Fung-Kee-Fung, Michael; Boushey, Robin P.; Watters, James M.; Morash, Robin; Smylie, Jennifer; Morash, Christopher; DeGrasse, C.; Sundaresan, Sudhir

doi:10.3747/co.21.1663

Cited by 47 publications

(38 citation statements)

References 18 publications

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“…CoP is a social phenomenon, hence physical interaction between CoP members is regarded as important for its success (Fung‐Kee‐Fung, Boushey, Watters, et al, ; Iaquinto et al, ; Orr, ; Wenger et al, ), whereas reduced face‐to‐face interaction is found to have negative effects on CoP performance (Schenkel & Teigland, ). A meeting between CoP participants must provide a risk‐free zone, which caters for participants' ability to ask questions without risk of sanction (Borzillo, ), enable in‐depth and undisturbed discussions (Orr, ), and facilitate a collaborative work effort (Fung‐Kee‐Fung, Boushey, & Morash, ).…”

Section: Communities Of Practicementioning

confidence: 99%

Communities of practice in healthcare: A framework for managing knowledge sharing in operations

Jørgensen

Scarso

Edwards

et al. 2018

Knowl Process Manag

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Communities of practice (CoPs) have been adopted by several industries, in particular healthcare, and researchers have proposed explanatory frameworks and guidelines for development. However, first‐line managers are left with sparse research‐based advice on how to develop CoP due to a lack of empirical studies from operations. In response, this paper proposes and tests a framework for intentional development of CoPs in healthcare operations. The proposed framework is structured in six steps, which incorporate seven factors for CoP development as identified in the literature. A double case study test demonstrates that the proposed framework can be applied to develop CoPs within operations, resulting in knowledge sharing between CoP participants, creation of new knowledge, and improvement of practice. In particular, the tests find the following steps to be especially crucial for CoP development: An introduction to the manager of the functions and benefits of CoPs to ensure resource allocation (e.g., time to participate and a meeting room), choosing a practice with relevance for manager and employees, appointing a coordinator, and inviting employees to participate voluntarily. This paper contributes to CoP theory with explanations of how and why specific actions develop CoP within operations. The contribution to practitioners is a step‐by‐step framework to intentionally develop CoPs within operations to improve knowledge sharing and practice improvement.

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Section: Communities Of Practicementioning

confidence: 99%

Communities of practice in healthcare: A framework for managing knowledge sharing in operations

Jørgensen

Scarso

Edwards

et al. 2018

Knowl Process Manag

View full text Add to dashboard Cite

show abstract

“…Pioneered by Lave and Wenger (1991), CoPs have been defined as “group[s] of people who share a concern or a passion for something they do, and who learn how to do it better as they interact regularly” (Wenger-Trayner and Wenger-Trayner 2015, 1). Most publications on CoP are in the fields of medicine (Barnett et al 2013; Fung-Kee-Fung et. al.…”

Section: Introductionmentioning

confidence: 99%

Online Versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial

Olivet

Zerger²,

Greene

et al. 2016

American Journal of Distance Education

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This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from 19 homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received 24 hours of instruction and support. Through baseline, follow-up, and nine-month post-training surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. While satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/post knowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow up, with the online group scoring higher than the face-to-face group.

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“…Participants in the @AskAnatomist tweet chat were from a variety of professional disciplinary backgrounds, including anatomists, histologists, embryologists, and evolutionary biologists, as well as some student participants from both within and external to healthcare professional education. This multidisciplinary engagement is not only demonstrated in other communities of practice, but this collaborative approach has also been found to be valuable, particularly in clinical settings where this can improve cooperation (Fung‐Kee‐Fung et al, ; Roberts, ).…”

Section: Discussionmentioning

confidence: 99%

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter

Marsland

Lazarus

2017

Anatomical Sciences Ed

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Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy-related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active "tweeters". Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web-based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. Anat Sci Educ 11: 270-281. © 2017 American Association of Anatomists.

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Piloting a Regional Collaborative in Cancer Surgery Using a “Community of Practice” Model

Cited by 47 publications

References 18 publications

Communities of practice in healthcare: A framework for managing knowledge sharing in operations

Communities of practice in healthcare: A framework for managing knowledge sharing in operations

Online Versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter

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