Implementing a Virtual Community of Practice for Family Physician Training: A Mixed-Methods Case Study

Barnett, Stephen; Jones, Sandra C.; Caton, Tim; Iverson, Donald C; Bennett, Sue; Robinson, Laura

doi:10.2196/jmir.3083

Cited by 66 publications

(77 citation statements)

References 19 publications

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“…Adult learning theory was used as a vehicle for the idea of learner‐centredness . Experiential learning was used as a vehicle for learning in the context of doing, and communities of practice theory was used as a vehicle for the idea of people working together with a common purpose …”

Section: Resultsmentioning

confidence: 99%

“…Barnett et al used communities of practice as a vehicle for the idea of a group with a common purpose…”

Section: Resultsmentioning

confidence: 99%

“…47,48 Experiential learning was used as a vehicle for learning in the context of doing, 40,49 and communities of practice theory was used as a vehicle for the idea of people working together with a common purpose. [50][51][52][53] Theory providing a methodological tool Some authors gave theory the task of introducing or crafting methodological tools. These included tools for collecting data, tools for typology and tools for analysis.…”

Section: Theory As a Vehicle For An Ideamentioning

confidence: 99%

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Theory, a lost character? As presented in general practice education research papers

et al. 2019

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Objectives The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results A total of 23 papers were selected. Theories of ‘reflective learning’, ‘communities of practice’ and ‘adult learning’ were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper ‘stories’. Conclusions Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.

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Section: Resultsmentioning

confidence: 99%

“…Barnett et al used communities of practice as a vehicle for the idea of a group with a common purpose…”

Section: Resultsmentioning

confidence: 99%

Section: Theory As a Vehicle For An Ideamentioning

confidence: 99%

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Theory, a lost character? As presented in general practice education research papers

et al. 2019

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“…[11][12][13][14][15][16] Moodle has been continuously evolving as an open-source environment since it was first developed for web-based learning in 1998; it has been applied to medical education in some instances. 17,18 The automated, real-time feedback system in this study was developed on the Moodle platform; Students who participated in this study also received different feedback depending on the grade obtained on the quiz.…”

Section: Discussionmentioning

confidence: 99%

A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning

Hwang¹

2016

KMJ

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Feedback is a basic teaching method that ensures standards are met. 1,2 Trainees are expected to improve their performance through feedback that contains specific information about the comparison between a trainee's observed performance and a standard. 3 Timely feedback needs to be provided because delayed feedback could cause decreased accomplishment in learning. 4 Unfortunately, students/trainees often receive less corrective feedback than is needed. 5,6 Timely and standardized feedback is helpful in Objectives: Medical students sometimes do not receive proper feedback from their instructors. This study evaluated a newly developed automated and personalized real-time feedback system intended to address this issue.Methods: Third-and fourth-year medical students participated in quizzes focusing on 17 learning objectives and a five-scale survey that queried their prior knowledge related to blood transfusions. Immediately after completing the quizzes, the students received automated and personalized, real-time feedback and were instructed to take part in self-directed learning. This activity was followed by a final quiz. After completion of the final quiz, the students responded to the five-scale survey that probed the usefulness of and satisfaction with the automated, personalized, real-time feedback system. Results: Eighty students took part in this study. The third-year group had a higher score for prior knowledge and also on the first quiz (P = 0.008, P = 0.046, respectively). There was no significant difference in final quiz scores between the third-and fourth-year groups (P = 0.633). The scores for usefulness of and satisfaction with the automated, real-time feedback system were 4.45 and 4.34, and 4.55 and 4.40 in the third-and fourth-year students, respectively. Conclusions:The automated, personalized, real-time feedback system provided timely and effective feedback for medical students and was helpful for their self-directed learning.

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“…Online discussion forums have recently become a research tool for insight into various topics in medical education . Forums are digital open‐access platforms where posters from various levels of training can participate anonymously.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of competency‐based medical education from medical student discussion forums

2019

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Background Competency‐based medical education (CBME) is becoming widely implemented in medical education. Trainees’ perceptions of CBME are important factors in the implementation and acceptance of CBME. Online discussion groups allow unique insight into trainees’ perceptions of CBME during residency training. Methods We analysed 867 posts from 20 discussion threads in Premed 101 (Canadian) and 2756 posts from 50 threads in Student Doctor Network (SDN) (American) using NVivo 11. Inductive content analysis was used to develop a data‐driven coding scheme that evolved throughout the analysis. Measures were taken to ensure the trustworthiness of findings, including co‐coding of a subsample of 600 posts, peer debriefing, consensus‐based analytical decision making and the maintenance of an audit trial. Results Medical residents and students participating in the discussion forums emphasised select themes regarding the implementation of CBME in residency training. Concerns about CBME in Canada primarily involved its implications for the length of residency and post‐residency opportunities. Posts on the American forum had a prominent focus on differing areas, such as the subjectivity in the assessment of core competencies and the role of CBME in termination of a resident's position. Conclusions Online discussion groups have the potential to provide unique insight into perceptions of CBME. The presented concerns may have implications for refining the model of CBME and illustrate the importance of providing clarification for trainees regarding length of training and evaluation structures from those involved in designing of CBME programmes.

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Implementing a Virtual Community of Practice for Family Physician Training: A Mixed-Methods Case Study

Cited by 66 publications

References 19 publications

Theory, a lost character? As presented in general practice education research papers

Theory, a lost character? As presented in general practice education research papers

A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning

Perceptions of competency‐based medical education from medical student discussion forums

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