Collaborative knotworking – transforming clinical teaching practice through faculty development
Abstract Background Faculty development is important for advancing teaching practice in health professions education. However, little is known regarding how faculty development outcomes are achieved and how change in practice may happen through these activities. In this study, we explored how clinic...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2020-12-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-020-02407-8 |
| _version_ | 1830089601097662464 |
|---|---|
| author | Agnes Elmberger Erik Björck Juha Nieminen Matilda Liljedahl Klara Bolander Laksov |
| author_facet | Agnes Elmberger Erik Björck Juha Nieminen Matilda Liljedahl Klara Bolander Laksov |
| author_sort | Agnes Elmberger |
| collection | DOAJ |
| description | Abstract Background Faculty development is important for advancing teaching practice in health professions education. However, little is known regarding how faculty development outcomes are achieved and how change in practice may happen through these activities. In this study, we explored how clinical educators integrated educational innovations, developed within a faculty development programme, into their clinical workplaces. Thus, the study seeks to widen the understanding of how change following faculty development unfolds in clinical systems. Methods The study was inspired by case study design and used a longitudinal faculty development programme as a case offering an opportunity to study how participants in faculty development work with change in practice. The study applied activity theory and its concept of activity systems in a thematic analysis of focus group interviews with 14 programme attendees. Participants represented two teaching hospitals, five clinical departments and five different health professions. Results We present the activity systems involved in the integration process and the contradiction that arose between them as the innovations were introduced in the workplace. The findings depict how the faculty development participants and the clinicians teaching in the workplace interacted to overcome this contradiction through iterative processes of negotiating a mandate for change, reconceptualising the innovation in response to workplace reactions, and reconciliation as temporary equilibria between the systems. Conclusion The study depicts the complexities of how educational change is brought about in the workplace after faculty development. Based on our findings and the activity theoretical concept of knotworking, we suggest that these complex processes may be understood as collaborative knotworking between faculty development participants and workplace staff through which both the output from faculty development and the workplace practices are transformed. Increasing our awareness of these intricate processes is important for enhancing our ability to make faculty development reach its full potential in bringing educational change in practice. |
| first_indexed | 2024-12-16T16:48:17Z |
| format | Article |
| id | doaj.art-f627b6abbb9f4fae8c04856c0e75049c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-16T16:48:17Z |
| publishDate | 2020-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-f627b6abbb9f4fae8c04856c0e75049c2022-12-21T22:24:07ZengBMCBMC Medical Education1472-69202020-12-0120111110.1186/s12909-020-02407-8Collaborative knotworking – transforming clinical teaching practice through faculty developmentAgnes Elmberger0Erik Björck1Juha Nieminen2Matilda Liljedahl3Klara Bolander Laksov4Department of Learning, Informatics, Management and Ethics, Karolinska InstitutetClinical Genetics, Karolinska University Laboratory, Karolinska University HospitalDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetPrimary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of GothenburgDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetAbstract Background Faculty development is important for advancing teaching practice in health professions education. However, little is known regarding how faculty development outcomes are achieved and how change in practice may happen through these activities. In this study, we explored how clinical educators integrated educational innovations, developed within a faculty development programme, into their clinical workplaces. Thus, the study seeks to widen the understanding of how change following faculty development unfolds in clinical systems. Methods The study was inspired by case study design and used a longitudinal faculty development programme as a case offering an opportunity to study how participants in faculty development work with change in practice. The study applied activity theory and its concept of activity systems in a thematic analysis of focus group interviews with 14 programme attendees. Participants represented two teaching hospitals, five clinical departments and five different health professions. Results We present the activity systems involved in the integration process and the contradiction that arose between them as the innovations were introduced in the workplace. The findings depict how the faculty development participants and the clinicians teaching in the workplace interacted to overcome this contradiction through iterative processes of negotiating a mandate for change, reconceptualising the innovation in response to workplace reactions, and reconciliation as temporary equilibria between the systems. Conclusion The study depicts the complexities of how educational change is brought about in the workplace after faculty development. Based on our findings and the activity theoretical concept of knotworking, we suggest that these complex processes may be understood as collaborative knotworking between faculty development participants and workplace staff through which both the output from faculty development and the workplace practices are transformed. Increasing our awareness of these intricate processes is important for enhancing our ability to make faculty development reach its full potential in bringing educational change in practice.https://doi.org/10.1186/s12909-020-02407-8Activity theoryChange managementClinical educationEducational changeFaculty developmentInnovation |
| spellingShingle | Agnes Elmberger Erik Björck Juha Nieminen Matilda Liljedahl Klara Bolander Laksov Collaborative knotworking – transforming clinical teaching practice through faculty development BMC Medical Education Activity theory Change management Clinical education Educational change Faculty development Innovation |
| title | Collaborative knotworking – transforming clinical teaching practice through faculty development |
| title_full | Collaborative knotworking – transforming clinical teaching practice through faculty development |
| title_fullStr | Collaborative knotworking – transforming clinical teaching practice through faculty development |
| title_full_unstemmed | Collaborative knotworking – transforming clinical teaching practice through faculty development |
| title_short | Collaborative knotworking – transforming clinical teaching practice through faculty development |
| title_sort | collaborative knotworking transforming clinical teaching practice through faculty development |
| topic | Activity theory Change management Clinical education Educational change Faculty development Innovation |
| url | https://doi.org/10.1186/s12909-020-02407-8 |
| work_keys_str_mv | AT agneselmberger collaborativeknotworkingtransformingclinicalteachingpracticethroughfacultydevelopment AT erikbjorck collaborativeknotworkingtransformingclinicalteachingpracticethroughfacultydevelopment AT juhanieminen collaborativeknotworkingtransformingclinicalteachingpracticethroughfacultydevelopment AT matildaliljedahl collaborativeknotworkingtransformingclinicalteachingpracticethroughfacultydevelopment AT klarabolanderlaksov collaborativeknotworkingtransformingclinicalteachingpracticethroughfacultydevelopment |