Disseminated learning from clinician-scientists: a multiple case study in physiotherapeutic care

Dijk, Esther E. van; Kluijtmans, Manon; Vulperhorst, Jonne Pieter; Akkerman, Sanne

doi:10.1186/s12909-018-1374-0

Cited by 5 publications

(1 citation statement)

References 20 publications

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“…Training is an instrument that assists a firm to attain its TQM objectives and to adhere to the needs of its clientele (Ajgaonkar et al, 2021). Action from medical researchers to enable shared learning concludes that speculating on their function as advisors, as well as communicated and/or formal training, could form a section of a medical research training agenda, as it could enhance their efficacy as agents in QI (van Dijk et al, 2018). Appropriately relayed, dedicated, and well-trained personnel with heightened cognisance can execute TQM and thus enhance the output from hospitals (Puthanveettil et al, 2021).…”

Section: Trainingmentioning

confidence: 99%

The moderating effect of knowledge-sharing on learning organisation and quality improvement practices

Hijazi

2023

BPMJ

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PurposeThe aim of this research is to determine the impact of a learning organisation (LO) on developing quality improvement practices (QIPs) and to propose knowledge-sharing (KS) as a moderator which is anticipated to support the beneficial effect of a LO on QIP. A further objective is to establish whether training provision raises the abilities of healthcare organisations (HCOs) to attain greater standards of QIP via a LO and KS.Design/methodology/approachA total of 240 responses, obtained from employees working at private HCOs in Jordan, comprised the valid dataset. Structural equation modeling (SEM) was utilised for data analysis. Multigroup analysis (MGA) was performed to compare the impact of workers who had or had not undergone training.FindingsThe findings indicated that QIP was significantly enhanced by LO. HCOs with the objective of converting a KS-moderated LO could attain improved QIP standards, but within the surveyed establishments, this effect was only appreciated at modest degrees. By performing MGA, no variations were identified in the impact of workers.Practical implicationsManagers should place more emphasis on training and learning within HCOs. However, respondents did indicate that their establishments had notable degrees of KS, suggesting a potential strength that could be used positively by the managerial hierarchy.Originality/valueThis study encompasses an original contribution to contemporary scholarship in the field of knowledge management and quality through its examination of the moderating effect of KS on LO and QIP.

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Section: Trainingmentioning

confidence: 99%

The moderating effect of knowledge-sharing on learning organisation and quality improvement practices

Hijazi

2023

BPMJ

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Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

Groot

Baggen

Moolenaar

et al. 2020

Minerva

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Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs’ training and career development, this study aims to gain insight into CSs’ social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17, purposively sampled, CSs to elicit information on their social identity and brokerage. The CSs differ in how they perceive their social identity. Some CSs described their social identity strongly as either a research or clinical identity (dominant research or clinical identity). Other CSs described combined research and clinical identities, which might sometimes be compartmentalised, intersected or merged (non-dominant-identity). In the types of brokerage that they employ, all CSs act as representatives. CSs with a non-dominant identity mostly act as liaison and show considerable variability in their repertoire, including representative and gatekeeper. CSs with a dominant identity have less diversity in their brokerage types. Those with a dominant research identity typically act as a gatekeeper. Combining lenses of social identity theory and brokerage types helps understand CSs who have a dual position in-and-between the worlds of clinical practice and research. Professional development programs should explicitly address CSs’ professional identities and subsequent desired brokerage. Research and policy should aim to clarify and leverage the position of CSs in-and-between research and practice.

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How Clinician-Scientists Access and Mobilise Social Capital and Thus Contribute to the Professional Development of Their Colleagues in Their Networks

de Groot,

Brouwer,

Baggen

et al. 2024

Journal of CME

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Clinician-scientists, physicians who conduct research, may fulfil a bridging role in networks of health care researchers and practitioners. Within clinician-scientists’ networks, knowledge sharing is thought to play a vital role in the continuing professional development of themselves and their colleagues. However, little is known about networks of clinician-scientists and how this impacts continuing professional development. Rooted in social capital theory, this study provides a mixed methods exploration of clinician-scientists’ networks. Ego-level social network data were collected via semi-structured interviews on professional interactions about evidence-based practice with 15 clinician-scientists in the area of general practice and elderly care. Quantitative analysis revealed that professional networks of clinician-scientists varied in size, composition, and frequency of interactions depending on appointed research time and experience. Less experienced clinician-scientists interacted most frequently with other clinician-scientists while experienced clinician-scientist experienced more sporadically with clinicians. Clinician-scientists with more research time interacted more frequently with scientists and had a slightly larger professional network than those with less research time. The thematic qualitative analysis revealed different decision-making processes of clinician-scientists on mobilising their social capital and connecting to others in the network: (1) deliberate decision about initiating connections; (2) reactive behaviour without a decision; (3) ad-hoc decision. Clinician-scientists exchange knowledge to enhance their own continuing professional development mainly but also contribute to the professional development of clinicians, scientists, and other clinician-scientists.

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Disseminated learning from clinician-scientists: a multiple case study in physiotherapeutic care

Cited by 5 publications

References 20 publications

The moderating effect of knowledge-sharing on learning organisation and quality improvement practices

The moderating effect of knowledge-sharing on learning organisation and quality improvement practices

Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

How Clinician-Scientists Access and Mobilise Social Capital and Thus Contribute to the Professional Development of Their Colleagues in Their Networks

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