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Engaging in informal activities, like conversations with colleagues, is one way that professionals can learn within workplace contexts. Informal conversations present opportunities for academics to learn about teaching. The current study investigated academics' experience of informal conversations, and their experience of the relations between conversations and one formal development program. Semi-structured interviews with 30 individual academics were conducted and the transcripts analysed using the constant comparative method associated with grounded theory. This analysis provided evidence that conversations play a developmental role in supporting academics to learn about teaching from colleagues, and these conversations can reinforce the learning from a formal development program. The results of this study suggest roles for academic developers in encouraging informal conversations about teaching, and building constructive relations between formal and informal development strategies.

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The latest instalment of the 'When I Say…' series highlights the importance of informal conversations for health professional education and invites us to reconsider how we initiate and create spaces for students and practitioners to learn.

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