New landscapes: Thinking beyond community in the conceptualisation of online medical education

Abstract

When are Communities of Practice not enough? Rashid argues that this influential model ignores important complexity in medical education and highlights the concept of Landscapes of Practice as a way to better conceptualize modern training environments.

Connecting the complex chemistry of space in medical education

“…The third space theory provides a lens to understand social action, which is a product of hybridisation at multiple levels, for example, continuity with place and people supporting a relationship‐driven learning environment in the LIC model 9 or cross‐discipline learning and vulnerability operating in inhabited boundary spaces 18 . Furthermore, with digital learning becoming ubiquitous, the learning landscapes of practice are shaped by online platforms and spaces, with students and practitioners being exposed to cross‐pollination and multiplicity across boundaries 19 …”

“…18 Furthermore, with digital learning becoming ubiquitous, the learning landscapes of practice are shaped by online platforms and spaces, with students and practitioners being exposed to cross-pollination and multiplicity across boundaries. 19 Mixing and blurring of disciplinary traditions in boundary encounters lead to spaces that are constantly forming and re-forming as opposed to being rigid or fixed 16 ; the fluid property of space results in these being uniquely experienced by learners, while inviting attention to the politics that play out in them. 20 In addition to the classic tension of service versus learning in the healthcare environment, there are inevitable interprofessional relational issues resulting in transformation of pedagogic moments.…”

Optimiser le potentiel d’une communauté de pratique auprès de professionnels en santé : des clés de succès

“…La CoP suscite de plus en plus d'intérêt en éducation, en particulier en éducation des sciences de la santé [4][5][6][7][8][9]. Elle s'avère être une modalité d'apprentissage collaboratif pertinente pour des professionnels en exercice, qui partagent une pratique commune et qui veulent la développer.…”

#Anatomynotes: A temporal content analysis of anatomy education posts on Instagram

“…Instagram as an online education community has also been suggested as a useful supplement to classroom teaching to help aid revision as the site has been found to support and promote learning theories which are well established to the development of sound pedagogy including micro‐learning and social learning theory (Douglas et al., 2019; Yücel et al., 2020). As interest in social media and education grows, and student engagement on sites such as Instagram rises, anatomy educators are increasingly acknowledging and beginning to integrate social media within a more formal curriculum and are providing guidance aimed at educational Instagram accounts on how to ensure productive conversation online and how to promote digital professionalism between educators and students (Rashid et al., 2020; Nguyen et al., 2021).…”