Medical educators as curriculum innovators: using Communities of Practice as agents of change.
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This presentation is part of a workshop I delivered at ASME ASM 2014 (Brighton) together with @nlafferty and @alismithies. This is the second time we run a workshop about the use of Communities of Practice within the Medical Education academic environment, hoping to share and keep developing good practice in applying this theory for the benefit of teaching and learning in Medical education.
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Medical educators as curriculum innovators: using Communities of Practice as agents of change.
- 1. Photo by theother66 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23898723@N00 Created with Haiku Deck
- 2. Photo by gamalmorisi - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/8575112@N04 Created with Haiku Deck Annalisa Manca - @annalisamanca Educational Technologist and PhD student School of Medicine Alisdair Smithies - @alismithies Senior Learning Technologist and PhD student School of Medicine Natalie Lafferty- @nlafferty Director Technology in Learning at the College of Medicine, Dentistry & Nursing
- 3. Photo by sciencesque - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/74998608@N00 Created with Haiku Deck • Become familiar with Wenger’s Communities of Practice theory • Integrate CoP theory with educational practice • Use CoP theory in own academic practice to develop collaborative approaches to curriculum delivery • Facilitate reflection about social learning/group dynamics in the medical education workplace • Identify and reflect on the dialogical aspects of learning and knowledge construction
- 4. Photo by theother66 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23898723@N00 Created with Haiku Deck
- 5. Photo by JD Hancock - Creative Commons Attribution License http://www.flickr.com/photos/83346641@N00 Created with Haiku Deck
- 6. Photo by JaseCurtis - Creative Commons Attribution License http://www.flickr.com/photos/25722571@N08 Created with Haiku Deck 5 min – Use the table we provided to list the groups you belong to. • Why are you part of these groups? • Do you think they are Communities of Practice? 5 min – Discuss in pairs what are the characteristics of the groups you belong to. Feed-back and discussion (10 min)
- 7. Photo by Kat Northern Lights Man - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/94828981@N08 Created with Haiku Deck Jean Lave Etienne Wenger “Term CoP was coined to refer to the community that acts as a living curriculum for the apprentice” Apprenticeship as a learning model Complex set of social relationships through which learning takes place
- 8. 1) We are social beings 2) Knowledge is a matter of competences with respect to valued enterprises 3) The act of knowing is a matter of participating in the pursuit of these enterprises – engagement 4) Learning produces meaning – while experiencing and engaging with the world Wenger, 1998 http://www.sambradd.com/facilitation-resources-communities-of-practice/
- 9. Wenger, 2012 Community Practice Domain of interest common enterprise, accountability, shared competence, commitment, collective learning joint activities, discussion, information sharing, mutual interaction, social learning, engagement developed together through activities repertoire of resources (experiences, tools, artefacts, concepts…) http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-practice.pdf
- 10. Old-timers Mature practice Newcomers to Through: - Engagement - Interaction - Collaboration - learning of knowledgeable skills Periphery Social Practice Full Participation Situated Learning Boundary (flexible, dynamic) LEGITIMATE PERIPHERAL PARTICIPATION (LPP)
- 13. Photo by giulia.forsythe - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/59217476@N00 Created with Haiku Deck
- 14. Photo by milos milosevic - Creative Commons Attribution License http://www.flickr.com/photos/21496790@N06 Created with Haiku Deck
- 15. Photo by Choconancy1 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/91506145@N00 Created with Haiku Deck
- 16. Photo by Chiot's Run - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/34912142@N03 Created with Haiku Deck
- 17. Photo by nils.rohwer - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/27454534@N07 Created with Haiku Deck Next wave in Medical Education No space for fragmentation Collaborate internally AND externally
- 18. Photo by The Shifted Librarian - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/35034364750@N01 Created with Haiku Deck Students Teachers Support staff • Communication • Understanding Common domain of interest:
- 19. Photo by Diueine - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/51035794942@N01 Created with Haiku Deck Medical education is a profession in its own right, overseen by specialist educators and medical educators. There should therefore be faculty development programmes that promote the development of communities of practice – professional medical educators, administrators, researchers and educational leaders. McLean at al. 2008
- 20. Photo by Ewa Rozkosz - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/55715448@N07 Created with Haiku Deck AIMS • sharing • engagement • collaboration • drive change • innovation • peer support flow of social intellectual capital
- 21. Photo by Choconancy1 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/91506145@N00 Created with Haiku Deck “Cultivating CoP in strategic areas is a practical way to manage knowledge as an asset, just as systematically as companies manage other critical assets” Wenger et al. 2002 p6
- 22. Photo by Magic Madzik - Creative Commons Attribution License http://www.flickr.com/photos/22082809@N00 Created with Haiku Deck Domain of knowledge Community of people Shared practice • topic the community focuses on • motivation to participate • importance of boundaries • social fabric for learning • feeling of belonging / trust • partnership • knowledge developed by the community (tools, information, language, documents…)
- 23. Photo by Magic Madzik - Creative Commons Attribution License http://www.flickr.com/photos/22082809@N00 Created with Haiku Deck Domain of knowledge Community of people Shared practice • topic the community focuses on • motivation to participate • importance of boundaries • social fabric for learning • feeling of belonging / trust • partnership • knowledge developed by the community (tools, information, language, documents…) affiliation with the School - responsibility for curriculum delivery - accountability for teaching excellence healthcare education staff & students
- 24. Photo by cameraburps - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/77357583@N07 Created with Haiku Deck connection of local pockets of expertise diagnosis and addressing of recurring problems analysis of the knowledge-related sources of low performance linking activities addressing a similar domain short-term long-term tangible intangible
- 25. Photo by garryknight - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/8176740@N05 Created with Haiku Deck 1. IDENTIFY COMMUNITY 2. DEVELOP RELATIONSHIPS (and support team) 3. DEVELOP SHARED PRACTICE 4. ACT AS A COMMUNITY 5. DEVELOP THE DOMAIN trust
- 26. Photo by Magic Madzik - Creative Commons Attribution License http://www.flickr.com/photos/22082809@N00 Created with Haiku Deck “Communities of practice need to invite the interaction that makes them alive… relationship building is nurtured through informal communications and meeting” (Wenger et al. 2002)
- 27. Photo by peterned - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/76007934@N00 Created with Haiku Deck • various themes • expand connections • reflect on experience • critical analysis Improving individual involvement
- 28. Photo by AhmadHashim - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/51052219@N00 Created with Haiku Deck • task-oriented • project-managed by key individual/s • discusses at meetings or workshops • “learning by doing” Improving the connectivity
- 29. Photo by Richard.Asia - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/60817566@N00 Created with Haiku Deck • inter-professional • promote socialisation • development of academic medical faculty (Steinert 2010) Improving the communality
- 30. Photo by Tony Fischer Photography - Creative Commons Attribution License http://www.flickr.com/photos/22714323@N06 Created with Haiku Deck Enhancing social relations • trigger reflection • learn about others’ work • provide constructive feedback
- 31. Oldtimers & newcomers Multimembership Histories Trajectories Key individuals Hierarchies Leadership Communication Power Legitimacy Support technologies Spaces “walk the hall” Joint enterprise Trust Support Mutual engagement Outcomes Individuals Other Network Infrastructure
- 32. Photo by opensourceway - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/47691521@N07 Created with Haiku Deck ACTIVITY – 10 min Cultivating a CoP in your own workplace... • Discuss in your groups • Fill your personal sheet
- 33. Cambridge, D., Kaplan, S. & Suter, V. (2005) Community of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education [Available from: http://net.educause.edu/ir/library/pdf/nli0531.pdf] Corso, M. & Giacobbe, A. (no date) Building Communities of Practice that work: a case study based research. [Available from: http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/oklc6/papers/corso__giacobbe.pdf ] Lave, J. and Wenger, E. (1999) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. McLean, M., Cilliers, F., Van Wyk, J.M. (2008) AMEE GUIDE NO 36. Faculty development: Yesterday, today and tomorrow. Medical Teacher 30: 555–584. Steinert, Y. (2010) Faculty Development: From Workshops to Communities of Practice. Medical Teacher 32: 425-428. Vygotsky L.S. (1978) Mind in society, Harvard University Press, Cambridge. Wenger, E. and McDermott, R. and Snyder, W. (2002) Cultivating communities of practice: a guide to managing knowledge. Cambridge, Mass.: Harvard Business School Press.
- 34. Interactions in the practices of medical education Ali Smithies
- 35. Cultivating a successful community of practice (Wenger et al, 2002) • Design the community to evolve naturally • Create opportunities for open dialog within and with outside perspectives • Welcome and allow different levels of participation • Develop both public and private community spaces • Focus on the value of the community • Combine familiarity and excitement • Find and nurture a regular rhythm for the community
- 36. What are ‘tools’? • Frameworks • Methods and approaches • Support systems • Technology systems
- 38. Moving beyond content delivery • Content delivery is a large part of what we do… • How do we develop that content though? • Underpinned by curriculum and framework requirements • Shared processes of development and delivery • Coordination of activities of the educator community • Social interaction requires social tools… • Knowledge management in medical education is complex • Membership of multiple learning, teaching and assessment communities
- 41. Discussion: Tools to support your community What tools do you have to support the activities of the communities you participate in? How do these tools help us to develop and share innovative practice?
- 42. CoPs Beyond Institutional Walls
- 43. CoPs in the workplace Situated learning
- 44. Photo by larskflem - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/70321513@N00 Created with Haiku Deck Technology providing new affordances Supporting change
- 45. Connectivity supporting accessibility, collaboration & community https://flic.kr/p/3Jsir
- 46. “Using Web 2.0 technologies leads to a new sense of communities of interest and networks and also a clear notion of boundaries in web space - for example personal space, group space and publishing space.” JISC 2009
- 47. Social media supports connections … Networks & Communities http://www.flickr.com/photos/oceanflynn/6638184545/
- 49. Photo by dullhunk - Creative Commons Attribution License https://www.flickr.com/photos/14829735@N00 Created with Haiku Deck Learning conversations in virtual corridors and halls
- 50. Photo by Stanford Medical History Center - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/40390680@N08 Created with Haiku Deck #gasclass – addressing challenges in the modern workplace
- 53. Photo by marsmet511 - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/72795156@N08 Created with Haiku Deck Online Communities of Practice Spanning international borders
- 54. My journey with online CoPs https://flic.kr/p/2LRC8
- 55. @nlafferty
- 57. Discovered online communities Interprofessional learning - HASHTAGS https://flic.kr/p/dwsCeF
- 58. Photo by nlafferty - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23093930@N04 Created with Haiku Deck
- 59. http://www.flickr.com/photos/cascadianfarm/5277978788/ Dipped my toe in the water ... was a lurker but now active
- 60. Anne Marie Cunningham Twitter - @amcunningham University of Cardiff Natalie Lafferty Twitter - @nlafferty University of Dundee
- 62. FREE OPEN ACCESS MEDUCATION Supported by Social Media & Web 2.0
- 64. The network aspect refers to the set of relationships, personal interactions, and connections among participants, viewed as a set of nodes and links, with its affordances for information flows and helpful linkages. http://wenger-trayner.com/resources/communities-versus-networks/ The community aspect refers to the development of a shared identity around a topic that represents a collective intention – however tacit and distributed – to steward a domain of knowledge and to sustain learning about it
- 65. https://flic.kr/p/857z3U Online CoPS growing from grass roots – self-organised
- 66. Photo by seagers - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/85213049@N00 Created with Haiku Deck Step in and explore learning opportunities
- 67. RESTRICTIONS
- 68. Photo by mike.benedetti - Creative Commons Attribution License https://www.flickr.com/photos/16205135@N00 Created with Haiku Deck CoPS as a concept evolving: In a collective there is no sense of core or centre. People are free to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, or need. Thomas and Seely Brown
- 69. Are you part of a community – related to your work and/ or academic interests - that sits outside the walls of your university? How does it help your CPD and lifewide learning? http://www.flickr.com/photos/valeriebb/3006348550
- 71. Photo by garryknight - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/8176740@N05 Created with Haiku Deck @nlafferty @annalisamanca @alismithies
Editor's Notes
- - strands we need to integrate identify strands identify areas where there are structural holes / knowledge doesn’t flow to empower individuals (students/tutors) to be aware of what’s going on
- - strands we need to integrate identify strands identify areas where there are structural holes / knowledge doesn’t flow to empower individuals (students/tutors) to be aware of what’s going on
- in discussion make sure we mention and list: A shared interest A community who interact and learn together Shared resources developed by members
- origins in learning theory – social LT – study of apprenticeship – relationship btw student + master – but much more… dynamic / living curriculum anthropologist
- a community defines itself along 3 dimensions: what it is about what it has produced how it functions
- true continuum to be facilitated in medical education no discontinuities it doesn’t mean “no complexities”
- medical education depends on curriculum BUT also on the engagement between St, Teach, Supp we need to ensure that communication is at the basis – identify the strands constituting the curriculum and the satellite components (also the hidden) the basis for such a community already exist: the DOMAIN
- IT ISN’T GOING TO HAPPEN BY ITSELF – even if CoP’s are mainly “natural entities”, spontaneous we need a PLAN and interprofessional collaboration
- areas: eg curriculum development and management
- at a VERY general level… NB: a CoP is NOT a network!
- Increasingly, personal learning networks, mediated through tools such as Twitter and blogs, provide an important mechanism that allows workers to connect with other people from beyond their immediate group of colleagues.