The wolf you feed: Challenging intraprofessional workplace‐based education norms

Abstract

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Changing workplace‐based education norms through ‘collaborative intentionality’

“…In summary, Stalmejier and Varpio 1 eloquently challenge interprofessional workplace‐based education norms and extend our views of CoHP to include a more expansive LoHP that foregrounds the vital role of boundary‐crossing. We heed their call to action through four strategies that embed the notion of collaborative intentionality into HPE through formal and informal means in both workplaces and simulation.…”

“…Workplace learning drives clinical training. Stalmejier and Varpio, 1 however, challenge traditional norms that privilege intra‐over interprofessional education. The authors illuminate key limitations of the Communities of Practice (CoP) framework, which has certainly advanced our understanding of clinical workplace learning.…”

“…This ownership may have some value but with counterproductive implications for professional identity formation. Stalmeijer and Varpio 1 propose that to better prepare health professionals for their roles, we should complement our views of CoP with the Landscapes of Practice framework. In tandem, Communities of Healthcare Practice (CoHP) and Landscapes of Healthcare Practice (LoHP) would support both education and research on workplace learning.…”

“…Stalmeijer and Varpio 1 contemporarise ways of thinking and talking about workplace education. However, we must operationalize these ideas through the effortful work of concrete culture and curricular change.…”

The wolf shall dwell with the lamb: The power dynamics of interprofessional education

“…Stalmeijer and Varpio 1 advise us that educational perspectives and practices we nurture will thrive whilst those we ignore will wither. Their allegory of two wolves conceptualises medical education in two ways: a conventional, intraprofessionally led way; and a less conventional, interprofessional way, where all interdisciplinary members of health care teams conjointly lead clinicians’ education.…”