Embedded Files
General Assessment Criteria
General Assessment Criteria
Engages with and contributes to community of educators and / or learners within one’s educational context.
Demonstrates leadership to develop positive relationships and trust within the community.
How to use these resources
How to use these resources
Educational communities may be large or small, intentional or accidental, fleeting or stable, but the fact that most learning has a social component to it make it important that educators be able to identify and analyze learning communities. These resources provide some guidance on describing communities and understanding how they work.
Collaborative Writing
Collaborative Writing
Facilitator:
Facilitator:
Mary Haas, MD MHPE
Mary Haas, MD MHPE
Assistant Residency Program Director
Departments of Emergency Medicine
University of Michigan
This session will focus on how to work on scholarly products with others.
Pre-Reading
Pre-Reading
Collaborative Writing for Clinical Educators: Recommendations from a Community of Scholars [pdf] Clin Teach. 2021;00:1–6.
Learning Objectives:
Learning Objectives:
Review strategies to enhance collaborative scholarly writing
Discuss technological tools that can be utilized to facilitate collaborative scholarly writing, with an emphasis on teams working remotely.
Discussion Questions:
Discussion Questions:
What strategies have worked well in your own experience during collaborative scholarly projects?
What unique barriers have you identified when working in teams, and how have you addressed them?
Equity and Race in Health Professions Education
Facilitator: Lou Edje and John VasquezEquity and Race in Health Professions Education
Equity and Race in Health Professions Discussion Recording (unedited) [mp4]
Communities of Practice
Communities of Practice
Uncharted Territory: Building a Community of Practice Around New Ideas and Innovations
Uncharted Territory: Building a Community of Practice Around New Ideas and Innovations
Facilitator:
Cornelius James, MD
Clinical Assistant Professor
Departments of Internal Medicine, Pediatrics and Learning Health Sciences
Competency: Educational Community
Competency: Educational Community
In this session we discuss the importance of establishing a strong community of practice (CoP) when developing and implementing new educational innovations. Cornelius James describes the process of starting the Data Augmented, Technology Assisted Medical Decision Making (DATA-MD) team, a healthcare artificial intelligence CoP, at the University of Michigan.
Learning Objectives
Learning Objectives
By the end of this session learners should be able to:
Discuss the importance of establishing a strong CoP when developing and implementing educational ideas and innovations.
Describe a framework for building a successful educational CoP.
List potential barriers to building an educational CoP focused on new (or unproven) ideas and innovations.
Identify methods to mitigate barriers to establishing a CoP.
Discussion Questions
Discussion Questions
What new educational innovations/initiatives have you developed or implemented (considered developing or implementing) recently?
What CoP is/was in place to facilitate successful implementation?
How was the CoP formed?
What made this CoP successful/unsuccessful?
How important is/was the CoP for the success of your idea/innovation?
Optional Readings:
Cultivating Communities of Practice: A guide to managing knowledge - Seven principles for cultivating communities of Practice. Harvard Business School
Tribes: we need you to lead us by Seth Godin
Community of Practice Jigsaw
Community of Practice Jigsaw
MHPE Summer Retreat 2021
Larry Gruppen, PhD (lgruppen@med.umich.edu)
Larry Gruppen, PhD (lgruppen@med.umich.edu)
Director, MHPE Program
Faculty, Department of Learning Health Sciences
When I Say...Community of Practice. Buckley H, et al. Medical Education 2019. (Jenna Geers)
Semantics and the words we use to describe things are important.
CoP originally descriptive concept of how things work. With further development, it became more predictive of how learning SHOULD work.
Peripheral participation, development of skill and member of community
Navigating a community of practice doesn’t necessarily require membership in that community - e.g., faculty development
Theories evolve and being aware of the changes from early or later versions of the theory is important for communicating effectively. It is risky to assume that everyone shares your understanding of and use of terms in a theory.
Developing Communities of Interprofessional Practice Using a Communities of Practice Framework for Interprofessional Education. Sterrett SE, et al. Nurse Educator 2015. 40(1), pp E1-E4. (Najla Turkestani)
Curriculum design for IPE and the challenge of incorporating interprofessional identities and experiences.
Collaboration in IPE context is a critical goal.
CoP theoretical framework for designing curriculum.
Knowledge is socially created among students and faculty from different professions. Interprofessional identity as a member of a team.
Designed program to use small group interactions of multi professional (5 professions) teams and faculty facilitators. Competencies for IPE defined: including communication, respect, roles and responsibilities, values/ethics for interprofessional practice.
A National Clinician Educator Program: a model of an effective community of practice. Sherbina J, et al. Med Educ online 2010. 15: 5356 - DOI: 10.3402/meo.v15i0.5356 (Kiki Marti)
CoP as organizational framework from a business perspective - business perspective may be more species than educational perspective..
Kiki mentioned: Bordage G, Caelleigh a S, Steinecke A, et al. Review criteria for research manuscripts. Durning SJ, Carline JD, eds. Acad Med. 2001;76(9):897-978. https://www.aamc.org/professional-development/affinity-groups/gea/reviewer-guide
Defining the role and responsibilities of Clinician Educators and how to develop them - little literature on this process.
National educational program to develop CEs nationally within RCPSC - a national “community”
Community defined by shared expertise and passion
Three elements: Community, practice, and domain
A community “defined” by the national regulatory body (RCPSC). Started small with limited number of leaders, expanded within RCPSC and offered at national level for interested clinicians.
Program developed in response to overall goals and objectives as well as needs of individual participants.
Retention and recruitment of community members can be evidence of the viability of a community - members finding identity and developing leadership in the community.
Building community takes time (years).
Balancing individual goals and skills with community identity and purpose.
Additional Resources Discussed
Additional Resources Discussed
Communities of Practice - online discussion. Facilitator: Larry Gruppen
Learning Communities and Communities of Practice Overview by Larry Gruppen
Communities of practice: a brief introduction. Wenger-Trayner E, Wenger-Trayner B.
Communities of Practice and Social Learning Systems. Wenger, E. Organization 2000; 7(2):225-46. doi:10.1177/135050840072002
Communities of Practice: Learning, Meaning, and Identity by Etienne Wenger. (ISBN-10: 0521663636 | ISBN-13: 978-0521663632)
Introduction to Communities of Practice: A brief overview of the concept and its uses. [Website] Etienne and Beverly Wenger-Trayner, 2015
When I say...Community of Practice. Buckley H, Steinert Y, et al. Med Educ 2019. doi: 10.1111/medu.13823
Communities of practice -quality improvement or research in general practice. Jiwa M, Chan W, Ross J, Shaw T, Magin PJ. Aust Fam Physician. 2011;40(1-2):72-75.
Online communities of practice: A catalyst for faculty development. Sherer PD, Shea TP, Kristensen E. Innovative Higher Education. 2003;27(3):183-194.
Faculty development: From workshops to communities of practice. Steinert Y. Med Teach. 2010;32(5):425-428
Electronic communities of practice: Guidelines from a project. Ho K, Jarvis-Selinger S, Norman CD, et al. J Contin Educ Health Prof. 2010;30(2):139-143.
Professional learning communities: Practices for successful implementation. Linder RA, Post G, Calabrese K. Delta Kappa Gamma Bulletin. 2012;78(3):13-22.
A national clinician-educator program: A model of an effective community of practice. Sherbino J, Snell L, et al. Med Educ Online. 2010;15:10.3402/meo.v15i0.5356.
A model for cultivating dental hygiene faculty development within a community of practice. Tax CL, Doucette H, Neish NR, Maillet JP. J Dent Educ. 2012;76(3):311-321.
Learning Communities
Learning Communities
Birds of a feather: Introducing a virtual learning community for geriatric nurse educators. Eggerton EO, McConnell ES, et al. J Contin Educ Nurs 2010;41(5):203-8; quiz 209-10.
Can online learning communities foster professional development? Beach R. Language Arts 2012;89(4):256-62
Creating Learning Communities: A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs by Jodi H. Levine, Nancy S. Shapiro. (ISBN-10: 0787944629 | ISBN-13: 978-0787944629)
Professional development through faculty learning communities. Glowacki-Dudka M, Brown MP. New Horizons in Adult Education & Human Resource Development. 2007;21(1):29-39.
Sustaining and Improving Learning Communities by Jodi Levine Laufgraben, Nancy S. Shapiro. (ISBN-10: 0787960543 | ISBN-13: 978-0787960544)
Using learning communities to build faculty support for pedagogical innovation: a multi-campus study. Furco A, Moley BE. J Higher Educ 2012;83(1):128-53.
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