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

Full Abstract

INTRODUCTION:
The concept of "communities of practice," a special facet of social constructivist learning theory, provides a new template against which we can examine the learning that goes on within permanent small groups of physicians. We interviewed participants and facilitators about the dynamics of these groups, their learning in conjunction with these groups, and the role the facilitator played to see the extent to which they captured the essence of communities of practice.

METHODS:
Semistructured interviews were conducted with physicians known to be participants or facilitators of small groups that met regularly. A constant comparative method was used for data gathering and analysis leading to coded themes, categories, and subcategories. The coding schemas were tested, the analyses were reviewed, and data were recoded as necessary. To ensure accuracy, interviewees were provided with a preliminary copy of the manuscript to ensure that the interpretation of the data was appropriately handled.

RESULTS:
Interviews were conducted with 10 facilitators and 22 group members representing 24 different groups of physicians. The groups appeared to function as communities of practice in which the members were supportive of each other's learning and respectful of one another, reporting little conflict. Members preferred to agree to disagree rather than pursue a "right" answer or consensus. Most of the discussion focused on scientific information and the way in which their colleagues approached common problems. Practice refinement rather than new directions in patient care appeared to be the goal. The facilitators in these groups played a key role in providing administrative support for the group and often the energy needed to sustain them.

DISCUSSION:
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.

Learn Faster Today Improve your study skills

Author information

Author/s: Pereles, Lauretta (L); Lockyer, Jocelyn (J); Fidler, Herta (H);

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

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: The Journal of continuing education in the health professions (J Contin Educ Health Prof), published in Canada. (Language: eng)

Reference: 2002-; vol 22 (issue 4) : pp 205-13

Dates: Created 2003/03/04; Completed 2003/03/24; Revised 2006/11/15;

PMID: 12613055, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attitude of Health Personnel
Canada
Diffusion of Innovation
Education, Medical, Continuing - methods
Evidence-Based Medicine - education
Female
Group Processes

These are the highest related articles currently in the database:

See 100+ related articles.