2002
DOI: 10.1002/chp.1340220404
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Permanent small groups: Group dynamics, learning, and change

Abstract: Small groups that meet regularly provide a supportive network to share knowledge and validate clinical experience. There is some evidence that the groups have the potential to become communities of practice but do not actually achieve that level of sharing. Research needs to be done to determine how these groups could become more powerful as communities of practice and vehicles for more substantive learning and change.

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Cited by 40 publications
(33 citation statements)
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“…A recognized strength is its insistence on collaboration as a practice-based learning process. Literature on communities of practice has almost unanimously supported the view that learning by doing is more effective than didactic instruction for adults working in today's knowledge economy [4-9]. In the health sector, authors of several studies proposed that health workers and organizations interrelate learning, practice, and peer input to enhance individual and institutional performance [5,10-13].…”
Section: Discussionmentioning
confidence: 99%
“…A recognized strength is its insistence on collaboration as a practice-based learning process. Literature on communities of practice has almost unanimously supported the view that learning by doing is more effective than didactic instruction for adults working in today's knowledge economy [4-9]. In the health sector, authors of several studies proposed that health workers and organizations interrelate learning, practice, and peer input to enhance individual and institutional performance [5,10-13].…”
Section: Discussionmentioning
confidence: 99%
“…These skills need to be addressed in medical education. Pereles, Lockyear, and Fidler (2002) reported on their observation of a possible developing trend of small groups of private practice physicians who meet together on a regular basis and exchange knowledge and discuss practice situations. Pereles, et al invoked the model of the community of practice as the potential final state of these informal groups.…”
Section: Research On Pbl In the Service Of Increasing Teamwork Skillsmentioning
confidence: 99%
“…44,48 Collective learning among physicians has been linked to long-term small-group learning in which adult learners use their tacit knowledge-their personal, social, and professional experiences-in the learning process. 60 Journal clubs and Balint groups are 2 examples in which the use of narratives as learning tools can support the creation of collegial networks, increased self-effi cacy, and practice change. 60,61 An ethnographic study suggests that primary care clinicians rarely access and use explicit evidence from research directly; rather, they rely on "mindlines," defi ned as collectively reinforced, internalized, tacit guidelines.…”
Section: Empirical Evidence and Theory Linking Care Process And Outcomentioning
confidence: 99%
“…60 Journal clubs and Balint groups are 2 examples in which the use of narratives as learning tools can support the creation of collegial networks, increased self-effi cacy, and practice change. 60,61 An ethnographic study suggests that primary care clinicians rarely access and use explicit evidence from research directly; rather, they rely on "mindlines," defi ned as collectively reinforced, internalized, tacit guidelines. Mindlines are informed mainly by brief reading, personal experience, interactions with peers, opinion leaders, pharmaceutical representatives, patients, and other sources of tacit knowledge.…”
Section: Empirical Evidence and Theory Linking Care Process And Outcomentioning
confidence: 99%