Complexity science and professional learning for collaboration: a critical reconsideration of possibilities and limitations

Fenwick, Tara

doi:10.1080/13639080.2012.644911

Cited by 53 publications

(68 citation statements)

References 31 publications

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“…From a CT perspective, people working together closely constantly influence one another's emerging behaviours and thinking . Given sufficient time, familiarity and trust, a team may emerge as a complex system that exceeds the sum of its parts .…”

Section: Discussionmentioning

confidence: 99%

Socio-material perspectives on interprofessional team and collaborative learning

2016

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Section: Discussionmentioning

confidence: 99%

Socio-material perspectives on interprofessional team and collaborative learning

2016

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“…It was also based on an understanding that individuals engaging in collaborative learning for professional development should consider how their approaches to knowledge differ from one another's (Fenwick 2012). The exploratory approach and emphasis on individual subjectivities led us to call for the views of members without prompts, providing opportunities for them to structure their comments, as they saw fit.…”

Section: Methodsmentioning

confidence: 99%

‘It's an amazing learning curve to be part of the project’: exploring academic identity in collaborative research

Leibowitz

Ndebele

Winberg

2013

Studies in Higher Education

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This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners recorded their perceptions of their participation in one higher education research project. An analysis of the research team members' experiences of participating in the first phase of the research project lent credence to the factors influencing participants' academic identities. The study found that collaborative research provided potential for knowledge generation and personal and professional growth, but noted that in order to enable participation, attention needs to be paid to the interrelationship between researchers' academic individual and collective identities and their sense of expertise in the field of educational research.

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“…We understand context to be a complex and unpredictable emergent property of these specific patterns, inseparable from any single health care interaction. Medical students, clinicians and patients are all situated within this ever‐changing and unpredictable matrix, whose only constant defining characteristics are its fluidity and individuality . This view of context provides a productive lens for health professions education and enables us to examine the interaction of contextual diversity with standardisation more closely.…”

Section: Contextualisation and Standardisationmentioning

confidence: 99%

Embracing standardisation and contextualisation in medical education

et al. 2018

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Context The tensions that emerge between the universal and the local in a global world require continuous negotiation. However, in medical education, standardization and contextual diversity tend to operate as separate philosophies, with little attention to the interplay between them. Methods The authors synthesise the literature related to the intersections and resulting tensions between standardization and contextual diversity in medical education. In doing so, the authors analyze the interplay between these competing concepts in two domains of medical education (admissions and competency‐based medical education), and provide concrete examples drawn from the literature. Results Standardization offers many rewards: its common articulations and assumptions promote patient safety, foster continuous quality improvement, and enable the spread of best practices. Standardization may also contribute to greater fairness, equity, reliability and validity in high stakes processes, and can provide stakeholders, including the public, with tangible reassurance and a sense of the stable and timeless. At the same time, contextual variation in medical education can afford myriad learning opportunities, and it can improve alignment between training and local workforce needs. The inevitable diversity of contexts for learning and practice renders any absolute standardization of programs, experiences, or outcomes an impossibility. Conclusions The authors propose a number of ways to examine the interplay of contextual diversity and standardization and suggest three ways to move beyond an either/or stance. In reconciling the laudable goals of standardization and the realities of the innumerable contexts in which we train and deliver care, we are better positioned to design and deliver a medical education system that is globally responsible and locally engaged.

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Complexity science and professional learning for collaboration: a critical reconsideration of possibilities and limitations

Cited by 53 publications

References 31 publications

Socio-material perspectives on interprofessional team and collaborative learning

Socio-material perspectives on interprofessional team and collaborative learning

‘It's an amazing learning curve to be part of the project’: exploring academic identity in collaborative research

Embracing standardisation and contextualisation in medical education

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