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Related Experiment Videos

Permanent small groups: group dynamics, learning, and change.

Lauretta Pereles1, Jocelyn Lockyer, Herta Fidler

  • 1Department of Family Medicine, University of Calgary, 3330 Hospital Drive NW, Calgary, AB T2N 4N1.

The Journal of Continuing Education in the Health Professions
|March 5, 2003
PubMed
Summary
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Physician learning groups offer support and knowledge sharing, validating clinical experience. While showing potential, they don't fully achieve "communities of practice" status for substantive learning and change.

Area of Science:

  • Medical Education
  • Social Constructivist Learning Theory
  • Physician Professional Development

Background:

  • Communities of practice, a concept from social constructivist learning theory, offer a framework for examining physician group learning.
  • Permanent small groups of physicians offer a unique setting to study professional learning dynamics.

Purpose of the Study:

  • To examine the extent to which permanent small groups of physicians function as communities of practice.
  • To understand the dynamics, learning processes, and facilitator roles within these physician groups.

Main Methods:

  • Semistructured interviews were conducted with 22 physician group members and 10 facilitators.
  • A constant comparative method was employed for data gathering and analysis, with iterative coding and review.

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  • Participant interviews were reviewed by interviewees to ensure accurate interpretation of findings.

    • Main Results:

    • Physician groups exhibited characteristics of communities of practice, fostering mutual support and respect among members.
    • Discussions primarily focused on scientific information and problem-solving approaches, with a preference for "agree to disagree" over consensus.
    • Facilitators were crucial for providing administrative support and sustaining group energy, with practice refinement as the apparent goal.

    Conclusions:

    • Regularly meeting physician groups provide valuable supportive networks for knowledge sharing and clinical experience validation.
    • These groups demonstrate potential for becoming communities of practice but currently fall short of achieving deep knowledge sharing.
    • Further research is needed to enhance these groups' capacity to function as powerful communities of practice, driving substantive learning and change.