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Introduction: A fresh approach to improving services
Published in Alison Donaldson, Elizabeth Lank, Jane Maher, Muir Gray, Communities of Influence, 2021
Alison Donaldson, Elizabeth Lank, Jane Maher
A number of developments make this subject topical today. In recent times there has been considerable interest in ‘communities of practice’ but relatively little empirical, longitudinal evidence about them. For a number of years, we (the authors) have been tracking the evolution of a number of communities and groups in the UK health sector, mainly made up of doctors or patients, who want to make a difference to cancer care. Communities of Influence takes the communities-of-practice discussion in a new direction: what if you want to create a particular group (professional or lay) not just to share knowledge (as a community of practice does) but also to influence practice and policy? How are communities of influence best created and sustained? And is it possible to trace their influence over time?
Patient Ergonomics
Published in Richard J. Holden, Rupa S. Valdez, The Patient Factor, 2021
Richard J. Holden, Rupa S. Valdez
Patient ergonomics is not entirely new, as we will show in the next section. Rather, it is a boundary drawn around a community of practice comprising scientists, practitioners, and others whose work fits the definition given above. Members of this community of practice may have diverse interests apart from patient ergonomics. For example, most contributors to this textbook have also applied HFE to study or improve clinical work, a considerable number have applied HFE outside health-related domains, and some have addressed patient work by applying disciplines outside of HFE (e.g., nursing, geriatrics, public health). Such diversity results in a welcome level of cross-fertilization and multidisciplinarity in patient ergonomics.
Formal and Informal Learning in Continuing Professional Education in Public Health
Published in Ira Nurmala, Yashwant V. Pathak, Advancing Professional Development through CPE in Public Health, 2019
Ira Nurmala, Yashwant V. Pathak
Community of Practice gains its popularity especially in public health field. As mentioned earlier, the public health area consists of a variety of professional backgrounds working together toward a common goal. This realization leads to the interest in Community of Practice or a related notion that a public health professional may belong to more than one community. This notion could be an important source of enrichment through exchanging ideas, points of view, questions, and practices from a variety of Communities of Practice (Falk and Drayton, 2009). According to Wenger, McDermott, and Snyder (2002), Communities of Practice are “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (p. 4).
Current perception of social accountability of medical schools in Japan: A qualitative content analysis
Published in Medical Teacher, 2023
Hiroko Mori, Masashi Izumiya, Mikio Hayashi, Masato Eto
Conversely, most of the other categories were common with those seen in main global frameworks: Health promotion, Social contribution, Health needs, Community medicine, Health system, Interprofessional collaboration, Global point of view, Knowledge and practice of medical specialty, Education through the career, and Professionalism. At a detailed level, some categories require supplementary explanations from the Japanese context. For example, Community medicine included the codes of community medical practice, collaboration in the community, training doctors engaged in community practice, and the regions in shortage of doctors. Part of this category included the admission system for the recruitment of future doctors to be engaged in local communities with a doctor shortage (Chiiki–Waku) (Kato et al. 2019). Conversely, Global point of view included codes, such as academic exchange, global collaboration, or contribution in preparation for future international activity and response to globalisation. Two global frameworks described the international mobility of doctors and patients (GCSA 2010) and global health research (ASPIRE 2020). Professionalism was described clearly in two frameworks (GCSA 2010; ASPIRE 2020). In the WHO document, the description ‘ideal doctor’ was found, suggesting that medical schools define this according to the current societal health needs (Boelen and Heck 1995). This category supports the fact that professionalism and social accountability are overlapping concepts (Leinster 2011).
Developing a community of practice for quality assurance within healthcare assessment
Published in Medical Teacher, 2021
Shannon L. Saad, Cassandra E. Richmond, Karina Jones, Bunmi Sherifat Malau-Aduli
Cross-institutional quality assurance collaborations have the ability to positively impact assessment standards.The benefits of collaborations can extend beyond quality assurance to encompass professional development and identity formation amongst the members, consistent with a Community of Practice model.The benefits of a Community of Practice can extend beyond the initial domain of work and encompass cross-institutional networking and research collaboration.The Community of Practice model described in this study may have applicability to fostering similar academic collaborations for other groups involved in clinical assessment in the health professions.
Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs
Published in Medical Teacher, 2020
Louise M. Allen, Margaret Hay, Elizabeth Armstrong, Claire Palermo
This research has highlighted the importance of the social process of learning in bringing about these ongoing and sustained impacts. Wenger argues that even learning alone is still inherently a social process, it is not until you utilise the knowledge, discuss it with others, and make meaning of it in your practice that it is actually useful (Wenger 1998). With the current global pandemic where much, if not all continuing professional development is likely to be delivered online, is it possible for the sustained and ongoing impacts described in our findings to occur given the often-individual nature of online programs? While virtual communities of practice do exist (Yarris et al. 2019) the range of impacts that these can have has not been well explored, and is urgently required. Serious consideration needs to be given to the design of online continuing professional development, to ensure that social learning is still promoted in a virtual environment. Evidenced-based strategies from learning science such as distributed learning, retrieval practice, interleaving and elaboration should be utilised when designing CPD to optimise learning, and ultimately impacts (Van Hoof and Doyle 2018). Furthermore, online technologies (e.g. email, social media, messaging apps) can facilitate broader access to communities of practice; as our findings showed participants used these technologies to maintain their connections with the community of practice.