Creating a Community of Practice Using Learning Circles: A Unique Design

Ahmed, Samar; Morahan, Page S.; Wells, Ray; Magrane, Diane; Carvalho, Paulo Marcondes; Shah, Henal

doi:10.15766/mep_2374-8265.9896

Cited by 7 publications

(5 citation statements)

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“…During the total immersion residential sessions, Fellows are encouraged to share information about their culture, particularly during structured ‘Learning Circle’ activities (24–26). The listserv is used for formal e-learning modules, alumni-designed community conversations, and as an informal resource network and a social support network for Fellows.…”

Section: Methodsmentioning

confidence: 99%

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Zaidi

Verstegen

Vyas

et al. 2016

Medical Education Online

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BackgroundWe live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future.MethodThe setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues.ResultsParticipants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum.ConclusionOur results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

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Section: Methodsmentioning

confidence: 99%

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Zaidi

Verstegen

Vyas

et al. 2016

Medical Education Online

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“…Teaching/learning strategies that focus on cultural humility and global engagement include learning circles, project groups, interactions with global faculty, and required interviews between year 1 and year 2 fellows. 17,19,20 The cultural humility curriculum includes a number of teaching and learning strategies that foster a safe learning environment and 2 explicit courses on cultural sensitivity in both years. Fellows and faculty have reported that cultural differences were not a barrier and indeed that they enhanced learning.…”

Section: Evolution and Development Of Faimer Institutesmentioning

confidence: 99%

“…Like other LFDPs, 3 FAIMER programs offer prolonged exposure to the curricular components, with opportunities to apply learning and reflections, 3,43 as well as build respect- and trust-based relationships. 17,20 There have been increasing reports of the effectiveness of LFDPs in health professions, most measuring benefits to the participants. 9,44,45 FAIMER provides one of the few examples of LFDPs that have been in existence for over 2 decades and have undergone longitudinal program evaluation.…”

Section: Lessons Learnedmentioning

confidence: 99%

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

Vyas¹,

Morahan²,

Yuan³

et al. 2023

Academic Medicine

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The Foundation for Advancement of International Medical Education and Research (FAIMER), a member of Intealth, offers longitudinal faculty development programs (LFDPs) in health professions education (HPE) and leadership through its International FAIMER Institute (IFI) in the United States and FAIMER Regional Institutes (FRIs) globally. FAIMER fosters mutual collaboration and delineates shared responsibilities for FRI development in partnership with local institutions, using an adapted hub-and-spoke organizational design. This paper describes FAIMER's model, its sustainability, and its impacts at individual, institutional, and national levels. IFI was launched in 2001 in Philadelphia, Pennsylvania, as a 2-year

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“…Classes over the past three years have commonly cited four specific T/L methods as most impactful and useful: building a respectful and inclusive learning environment (e.g., listing some T/L elements such as the "low tech" method of using flip charts to make visible the contributions of all); interactive discussion (especially think-pair-share, jigsaw design, and gallery walk); reflection; and sharing personal narratives (mentioning especially the learning circles) (Ahmed et al, 2014). The fact that these T/L methods appear among the top five in our T/L frequency analysis for the "leadership and management" curriculum theme and distance leadership courses (Guthrie & Jenkins, 2018;Jenkins, 2012;2016) and demonstrated the usefulness of these T/L methods in a successful global midcareer leadership development program (Burdick et al, 2010;Ladhani et al, 2015).…”

Section: Description Of the Applicationmentioning

confidence: 99%

“…Second, the analysis revealed two frequently used T/L methods-building a respectful learning environment and sharing personal narratives-not previously explicitly identified in the leadership education literature. We have found that sharing personal narratives is a powerful way of building a trust-based community of practice (Ahmed et al, 2014). Shulman (2005) has explained that effective pedagogies are those that promote a safe environment for learning, incorporate active learner participation, engage students deeply, and promote a learning environment where students feel visible (making it hard for learners to "disappear" and become anonymous).…”

Section: Description Of the Applicationmentioning

confidence: 99%

Global Leadership Model for Health Professions Education Part 2: Teaching/Learning Methods

Shah¹,

Ladhani²,

Morahan³

et al. 2019

Journal of Leadership Education

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In this application paper, we present an analytical process to identify teaching/learning (T/L) methods used in leadership education. Applying this process to a global program for leadership development of healthcare professionals, we highlight nine methods that teachers most often used, and learners viewed as most impactful.Seven of the pedagogies identified were aligned with literature, indicating the applicability of the process for leadership education in general. We identified two methods that had not been previously or explicitly described and that learners validated as important: building a respectful and inclusive environment and sharing personal narratives. These methods appear critical for success in a diverse group of learners. The process we describe for analyzing T/L methods will be a useful addition for designers of leadership development programs.

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Creating a Community of Practice Using Learning Circles: A Unique Design

Cited by 7 publications

References 0 publications

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

Global Leadership Model for Health Professions Education Part 2: Teaching/Learning Methods

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