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The Virtual Community of Practice Facilitation Model: A Conceptual Framework for Healthcare Professional Education

Hugh Kellam, Clare Cook, Deborah L. Smith, Pam Haight

Source Title: International Journal of Technology and Human Interaction (IJTHI)19(1)

ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781668479018|DOI: 10.4018/IJTHI.328578

MLA

Kellam, Hugh, et al. "The Virtual Community of Practice Facilitation Model: A Conceptual Framework for Healthcare Professional Education." IJTHI vol.19, no.1 2023: pp.1-14. https://doi.org/10.4018/IJTHI.328578

APA

Kellam, H., Cook, C., Smith, D. L., & Haight, P. (2023). The Virtual Community of Practice Facilitation Model: A Conceptual Framework for Healthcare Professional Education. International Journal of Technology and Human Interaction (IJTHI), 19(1), 1-14. https://doi.org/10.4018/IJTHI.328578

Chicago

Kellam, Hugh, et al. "The Virtual Community of Practice Facilitation Model: A Conceptual Framework for Healthcare Professional Education," International Journal of Technology and Human Interaction (IJTHI) 19, no.1: 1-14. https://doi.org/10.4018/IJTHI.328578

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Abstract

This study examines the instructional design, learning experiences, and outcomes of a virtual community of practice (VCoP). In 2019, the Northern Ontario School of Medicine launched a continuing professional development program consisting of an asynchronous online module followed by an optional series of facilitated case-based videoconference workshops, designed as a VCoP. This program evaluation study employed a convergent parallel mixed methods design and combined data sources from participant pre- and post-program surveys and reflections with a content analysis of semi-structured interviews. The paper reports key enablers that contributed to the following outcomes: the value of an online module as a baseline of knowledge; the impact of the shared case studies, experiences, and peer support on reflection and modifications to medical practice; and skill development and patient-centered care as a result of module and VCoP participation. A model for the effective design and delivery of VcoPs is proposed that results in acquisition of new knowledge and skills and promotes patient-centred practice.