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Explore chapters and articles related to this topic
Reimagining ‘the firm’
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
Legitimate peripheral participation focuses attention on the ways in which ‘newcomers’ to a community (e.g. medical students or trainees) are invited into the community and are engaged (or otherwise) in increasingly meaningful activity that enables them to become full participants in the practices of that community. This view on learning moves us beyond understandings of learning that focus on abilities to take part in new activities or perform new tasks. As Lave and Wenger (1991)note, these activities only have meaning in relation to broader systems of relations. For example, a student’s ability to perform venepuncture is given meaning when the sample of blood they take from the consenting patient is analysed by the pathologist and the findings discussed in the wider context of a team managing that patient’s care. By being involved in discussions of patient care, the student learns not only ‘from talk’ but also ‘to talk’, being socialised into ways of thinking about and talking about patients. By inviting the student to take the blood sample, his or her practice becomes integral to the shared practice of the patient care team. Over time therefore, the student comes to belong to that community and to become a doctor through such processes. This view of learning therefore invites us to consider issues of professional identity formation. In other words, to look at the ways in which medical students are invited to take part, indeed to ‘be a part’ of the work of that community and, in so doing, start to ‘become’ a doctor.
Professional identity in medicine
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Stuart Lane, Christopher Roberts
The diagram demonstrates that individuals enter the process of socialisation with partially developed identities and emerge with both personal and professional identities (upper portion). The process of socialisation in medicine results in an individual moving from legitimate peripheral participation in a community of practice to full participation, primarily through social interaction (lower portion).
Medical Students Observing an Operation On a Lantern Screen
Published in Kieran Walsh, Medical Education, 2016
Since the days of the lantern screen, much has been done to ensure that medical students are more involved in medicine and surgery and, at the same time, that their involvement is regulated. Legitimate peripheral participation describes the process whereby beginner learners become integrated into a community of practice and eventually develop competence and expertise. At first, involvement is peripheral – learners will participate by means of small and simple tasks that are nonetheless worthwhile. Gradually the learners take on more important tasks and more responsibility until at the end they become core to the process and accepted members of the community of practice.
Physician Associate students and primary care paradigmatic trajectories: perceptions, positioning and the process of pursuit
Published in Education for Primary Care, 2020
Megan Brown, William Laughey, Gabrielle M Finn
Students described how they learnt within a PT. A process of legitimate peripheral participation occurred, where students initially situated at the fringe of medicine’s community of practice gradually move inwards over time. For many students, the first time they experienced the process of legitimate peripheral participation was in their course electives, where they were placed in one speciality for an extended period of time. Because we’re moving around a lot during our training, I found it hard … you were building up the rapport with the staff on the ward and then you were leaving just as you had that … so, I think in my elective come the third … fourth week, you started to almost feel like you were working in that area, you’re almost a set member of the team … whereas when we were training, it didn’t have … that feel about it. P4
Realist approach to evaluating an interprofessional education program for medical students in clinical practice at a community hospital
Published in Medical Teacher, 2020
Clinical practice at a community hospital is categorized as community-based medical education (CBME), which is characterized by participation in patient management through family-related contexts and community contexts (Brooks et al. 2018; Schrewe et al. 2018; Rodríguez et al. 2019). From CBME, medical students learn about community-based healthcare services rather than hospital-based healthcare services (Henderson et al. 2018). In our present study, medical students observed other professionals providing healthcare services to patients with disabilities, such as patients following a stroke whose difficulty in physical movement hinders their return to society. In this case, medical students noticed that physicians whose toolkits were limited to medicines were mostly helpless. This active observation and experience improved the legitimacy of the roles of other professions in supporting patients’ daily life. Learning mechanisms based on two CBME-based theories, namely legitimate peripheral participation and empirical learning, affected the medical students’ learning (Kelly et al. 2014).
Professional socialisation and professional fit: Theoretical approaches to address student learning and teaching in speech-language pathology
Published in International Journal of Speech-Language Pathology, 2022
Stacie Attrill, Rachel Davenport, Chris Brebner
“Legitimate Peripheral Participation” (Lave & Wegner, 1991) conceptualises learning as a dynamic process, occurring through progressive opportunities for novice members to participate in the everyday practices of a community. With these opportunities, novice members gradually embody the values and behaviours to be learned and ultimately develop to become full members (Lave & Wegner, 1991; Patton, Higgs, & Smith, 2013). In a professional placement context, students start at the periphery of the community as they have limited knowledge or skills to participate in practice. They gradually move towards full participation as they attain skills and become involved. This process is facilitated by their PEs who are experts within the community, and who involve students in the sociocultural practices of the profession. As students master these skills their PE provides them with access to more intensive and complex activities. PEs therefore support and shape students’ developing skills and growing involvement towards becoming full members. Students engage with knowledge situated and belonging within the placement setting, and learn through a process of socialisation and enculturation (Attrill et al., 2018). Their knowledge and skills are further broadened through interacting with other stakeholders in the community including clients, families, other practitioners and other students. This enables students to develop a rich identity reflecting this range of relationships (Billett, 2016; Patton et al., 2013). The sociocultural context of learning is therefore integral to the learning itself and the products of this learning (Bleakley, 2006; Lave & Wegner, 1991).