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Collaborative knotworking - transforming clinical teaching practice through faculty development.

Agnes Elmberger1,2, Erik Björck3,4, Juha Nieminen5

  • 1Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Tomtebodavägen 18A, 171 77, Stockholm, Sweden. agnes.elmberger@ki.se.

BMC Medical Education
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Summary

Faculty development programs foster educational change in health professions. This study shows how clinical educators integrate innovations through collaborative "knotworking" to transform workplace practices and achieve desired outcomes.

Keywords:
Activity theoryChange managementClinical educationEducational changeFaculty developmentInnovationKnotworkingKnowledge transferOrganisational changeTransformation

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Area of Science:

  • Health Professions Education
  • Educational Innovation
  • Workplace Learning

Background:

  • Faculty development is crucial for advancing teaching in health professions education.
  • Understanding how faculty development leads to practice change is limited.
  • This study explores clinical educators' integration of innovations into workplaces.

Purpose of the Study:

  • To explore how clinical educators integrate educational innovations into their clinical workplaces.
  • To understand the process of change following faculty development in clinical systems.
  • To widen the understanding of educational change in practice.

Main Methods:

  • Case study design utilizing a longitudinal faculty development program.
  • Activity theory and activity systems applied in thematic analysis.
  • Focus group interviews with 14 participants from diverse health professions and settings.

Main Results:

  • Identified activity systems and contradictions during innovation integration.
  • Demonstrated iterative processes of negotiation, reconceptualization, and reconciliation.
  • Showcased interaction between faculty development participants and workplace clinicians to overcome challenges.

Conclusions:

  • Educational change post-faculty development is complex.
  • Processes understood as collaborative "knotworking" transform both faculty development output and workplace practices.
  • Awareness of these intricate processes can enhance faculty development's impact on educational change.