| Theoretically speaking: use of a communities of practice framework to describe and evaluate interprofessional education. | |
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MedLine Citation:
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PMID: 21043557 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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This article uses Wenger's ( 1998 ) theory of communities of practice, and in particular his learning design framework, to describe and evaluate the pedagogy of one interprofessional continuing professional development (CPD) programme for health, education and social care professionals. The article presents findings from 27 post-intervention interviews conducted 12 months after the CPD. Key pedagogic features of small group working, action planning, facilitation, continued independent learning and ?safe? learning environment were found to provide facilities for ?engagement?, ?imagination? and ?alignment? (Wenger, 1998 ), with the use of task-focused small group work particularly appreciated by participants. Problems of falling attendance and marginalisation are discussed using Wenger's concept of ?identification/negotiability?. It is suggested that careful selection of delegates and provision of sufficient organisational support may mitigate such problems. |
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Authors:
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Amanda Lees; Edgar Meyer |
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Publication Detail:
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Type: Journal Article Date: 2010-11-02 |
Journal Detail:
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Title: Journal of interprofessional care Volume: 25 ISSN: 1469-9567 ISO Abbreviation: J Interprof Care Publication Date: 2011 Mar |
Date Detail:
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Created Date: 2011-02-08 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 9205811 Medline TA: J Interprof Care Country: England |
Other Details:
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Languages: eng Pagination: 84-90 Citation Subset: IM |
Affiliation:
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School of Management, University of Southampton, Southampton, SO17 1BJ, UK. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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