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Learning With Patients, Students, and Peers: Continuing Professional Development in the Solo Practitioner Workplace
Anna Ryan1, Rose Hatala, Ryan Brydges
1Dr. Ryan: Associate Professor and Director of Assessment, Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia. Dr. Hatala: Professor, Department of Medicine, University of British Columbia, Vancouver, BC, Canada. Dr. Brydges: Director of Research and Scientist, Professor in Technology Enabled Education, Allan Waters Family Simulation Centre, Unity Health Toronto, Toronto, ON, Canada, and Associate Professor and Scientist, Department of Medicine and Wilson Centre, University of Toronto, Toronto, ON, Canada. Dr. Molloy: Professor and Director of Work Integrated Learning, Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia.
Workplace learning for solo health practitioners requires structured support. This approach reframes continuing professional development, emphasizing patients and colleagues as learning partners in isolated settings.
Area of Science:
- Health professions education
- Sociocultural learning theory
- Workplace-based learning
Background:
- Workplace learning has evolved from knowledge acquisition to active participation in workplace practices and cultures.
- Sociocultural theories emphasize learning within "communities of practice" and "situated" environments, ideal for supervised health professions training.
- A gap exists in supporting novice practitioners in solo or rural practices who lack ongoing supervision.
Purpose of the Study:
- To argue for scaffolded and supported workplace learning for solo practitioners.
- To reframe continuing professional development for isolated practitioners.
- To identify key partners and strategies for maximizing learning in solo practice.
Main Methods:
- Drawing on workplace-based learning theory.
- Highlighting the importance of active engagement, reflection, and meaning-making.
- Analyzing the roles of patients, students, other practitioners, educators, professional associations, and regulators.
Main Results:
- Workplace learning is ubiquitous and requires active engagement and reflection.
- Solo practitioners can leverage patients, students, and peers as learning partners.
- Educators, professional bodies, and regulators play a crucial role in supporting isolated practitioners.
Conclusions:
- Workplace learning for solo practitioners needs intentional scaffolding and support.
- Rethinking continuing professional development is essential for isolated health professionals.
- Collaborative and supportive frameworks can enhance learning in solo and remote practice environments.
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