Communities of clinical practice: The social organization of clinical learning

Health

Volumn 13, Issue 1, 2009, Pages 107-125

  Egan, Tony ^a,b   Jaye, Chrystal ^a  

^a UNIVERSITY OF OTAGO   (New Zealand)

^b UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

Communities of practice; Learning environment; Legitimate peripheral participation; Medical education; Social learning

Indexed keywords

ARTICLE; EDUCATIONAL MODEL; HUMAN; INSTITUTIONAL CARE; LEARNING; MANAGEMENT; MEDICAL EDUCATION; MEDICAL SCHOOL; ORGANIZATION; ORGANIZATION AND MANAGEMENT; PATIENT CARE; SOCIOLOGY; SYSTEM ANALYSIS;

EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; INSTITUTIONAL PRACTICE; LEARNING; MODELS, EDUCATIONAL; OPERATIONS RESEARCH; ORGANIZATIONAL CULTURE; ORGANIZATIONAL OBJECTIVES; PATIENT CARE TEAM; PRACTICE MANAGEMENT, MEDICAL; SCHOOLS, MEDICAL; SOCIOLOGY, MEDICAL;

EID: 58049186079     PISSN: 13634593     EISSN: 14617196     Source Type: Journal    
DOI: 10.1177/1363459308097363     Document Type: Article

References (60)

1. Abbott, A. (1988). The system of professions: An essay on the division of expert labour. Chicago, IL: University of Chicago Press.
2. Allen, D. and Pilnick, A. (2007). Making connections: Healthcare as a case study in the social organization of work. Sociology of Health and Illness, 27 (6). 683-700.
3. Atkinson, P. (1984). Training for certainty. Social Science and Medicine, 19 (9). 949-56.
4. Australian Medical Council. (2006). Assessment and accreditation of medical schools: Standards and procedures, 2002. Australian Medical Council. Available at http://www.amc.org.au/images/Medschool/StandardsPart2-2007.pdf (see p. 6, Interaction with the health sector).
5. Berg, M. (1996). Practices of reading and writing: The constitutive role of the patient record in medical work. Sociology of Health and Illness, 18 (4). 499-524.
6. Billett, S. (1994). Situated learning: A workplace experience. Australian Journal of Adult and Community Education, 34 (2). 112-30.
7. Bleakley, A. (2006). Broadening conceptions of learning in medical education: The message from teamworking. Medical Education, 40 (2). 150-7.
8. Bloom, S. (1988). Structure and ideology in medical education: An analysis of resistance to change. Journal of Health and Social Behaviour, 29 (4). 294-306.
9. Chaiklin, S. and Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
10. Deketelaere, A., Kelchtermans, G., Struyf, E. and de Leyn, P. (2006). Disentangling clinical learning experiences: An exploratory study on the dynamic tensions in internship. Medical Education, 40 (9). 908-15.
11. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14 (1). 133-56.
12. Engeström, Y., Engeström, R. and Kerusuo, H. (2003). The discursive construction of collaborative care, Applied Linguistics, 24 (3). 286-315.
13. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-36.
14. Fox, R. (1989). The sociology of medicine: A participant observer's view. Upper Saddle River, NJ: Prentice Hall.
15. Fox, R. (2000). Medical uncertainty revisited. In G. Albrecht, R. Fitzpatrick and S. Scrimshaw (Eds.), Handbook of social studies in health and medicine, pp. 409-25. London: SAGE.
16. Freidson, E. (1970). The profession of medicine. New York: Dodd Mead.
17. Gair, M. and Mullins, G. (2001). Hiding in plain sight. In E. Margolis (Ed.), The hidden curriculum in higher education, pp. 21-41. New York: Routledge.
18. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. and Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: SAGE.
19. Good, B. and Delvecchio Good, M. (2000). 'Fiction' and 'historicity' in doctors' stories: Social and narrative dimensions of learning medicine. In C. Mattingly and L. Garro (Eds.), Narrative and the cultural construction of illness and healing, pp. 50-69. Berkeley, CA: University of California Press.
20. Good, M. (1995). American medicine: The quest for competence. Berkeley, CA: University of California Press.
21. Goodwin, D., Pope, C., Mort, M. and Smith, A. (2005). Access, boundaries and their effects: Legitimate participation in anaesthesia. Sociology of Health and Illness, 27 (6). 855-71.
22. Griffiths, L. (2003). Making connections: Studies of the social organisation of healthcare. Sociology of Health and Illness, 25 (Silver Anniversary Special Issue), 155-71.
23. Haas, J. and Shaffir, W. (1982). Ritual evaluation of competence: The hidden curriculum of professionalisation in an innovative medical school program. Work and Occupations, 9 (2). 131-54.
24. Hafferty, F. (1991). Into the valley: Death and the socialisation of medical students. New Haven, CT: Yale University Press.
25. Hafferty, F. (2000). Reconfiguring the sociology of medical education: Emerging topics and pressing issues. In C. Bird, P. Conrad and A. Fremont (Eds.), Handbook of medical sociology, pp. 238-57. New Jersey: Prentice Hall.
26. Hafferty, F. and Franks, R. (1994). The hidden curriculum: Ethics teaching and the structure of medical education. Academic Medicine, 69 (11). 861-71.
27. Herbert, C. (2003). A curriculum can be latent and informal. British Medical Journal, 326 (7393). 823.
28. Hoffman, K. and Donaldson, J. (2004). Contextual tensions of the clinical environment and their influence on teaching and learning. Medical Education, 38 (4). 448-54.
29. Jaye, C., Egan, T. and Parker, S. (2005). Learning to be a doctor: Medical educators talk about the hidden curriculum in medical education. Focus on Health Professional Education: A Multi-Disciplinary Journal, 7 (2). 1-17.
30. Jaye, C., Egan, T. and Parker, S. (2006). 'Do as I say, not as I do': Medical education and Foucault's normalizing technologies of self. Anthropology and Medicine, 13 (2). 141-55.
31. Kassebaum, D. and Cutler, E. (1998). On the culture of student abuse in medical school. Academic Medicine, 73 (11). 1149-58.
32. Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
33. Lebenthal, A., Kaiserman, I. and Lernau, O. (1996). Student abuse in medical school: A comparison of students' and faculty's perceptions. Israeli Journal of Medical Science, 32 (3-4). 229-38.
34. Light, D. (1980). Becoming psychiatrists. New York: W.W. Norton.
35. Light, D. (1983). Medical and nursing education: Surface behaviour and deep structure. In D. Mechanic (Ed.), Handbook of health, health care and the health professions, pp. 455-78. New York: Free Press.
36. Lingard, L., Garwood, S. and Poenaru, D. (2004). Tensions influencing operating room team function: Does institutional context make a difference ? Medical Education, 38 (7). 691-9.
37. Lingard, L., Garwood, K., Schryer, C.F. and Spafford, M.M. (2003 a). A certain art of uncertainty: Case presentation and the development of professional identity. Social Science and Medicine, 56 (7). 603-16.
38. Lingard, L., Reznick, R., DeVito, I. and Espin, S. (2002). Forming professional identities on the health care team: Discursive constructions of the 'other' in the operating room. Medical Education, 36 (8). 728-34.
39. Lingard, L., Schryer, C., Garwood, K. and Spafford, M. (2003 b). 'Talking the talk': School and the workplace genre tension in clerkship case presentations. Medical Education, 37 (3). 612-20.
40. Lyon, P. (2003). Making the most of learning in the operating theatre: Student strategies and curricular activities. Medical Education, 37 (8). 680-8.
41. Lyon, P. (2004). A model of teaching and learning in the operating theatre. Medical Education, 38 (12). 1278-87.
42. Lyon, P. and Brew, A. (2003). Reflection on learning in the operating theatre. Reflective Practice, 4 (1). 53-66.
43. MacLeod, R. and Egan, T. (2007). Interprofessional education. In B. Wee and N. Hughes (Eds.), Education in palliative care: Building a culture of learning, pp. 235-49. Oxford: Oxford Medical Publications.
44. Ministry of Health. (2003). Health Practitioners Competence Assurance Act. New Zealand: Ministry of Health.
45. Moineau, G. and Bannister, S. (2006). Clinical placements: Setting the stage. The Clinical Teacher, 3 (1). 39-42.
46. Osterman, K. and Kottkamp, R. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin Press.
47. Reynolds, P. (1994). Reaffirming professionalism through the education community. Annals of Internal Medicine, 120 (7). 609-14.
48. Royal College of Physicians. (2005). Doctors in society: Medical professionalism in a changing world. Report of a Working Party of the Royal College of Physicians of London. London: Royal College of Physicians.
49. Seabrook, M. (2004 a). Clinical students' initial reports of the educational climate in a single medical school. Medical Education, 38 (6). 659-69.
50. Seabrook, M. (2004 b). Intimidation in medical education: Students' and teachers' perspectives. Studies in Higher Education, 29 (1). 59-74.
51. Sinclair, S. (1997). Making doctors: An institutional apprenticeship. New York: Berg.
52. Stein, H. (1990). American medicine as culture. Boulder, CO: Westview Press.
53. Stern, D. (1998). In search of the informal curriculum: When and where professional values are taught. Academic Medicine, 73 (10). S28 - S30.
54. Stern, D. and Caldicott, C. (1999). Turfing: Patients in the balance. Journal of General Internal Medicine, 14 (4). 243-8.
55. Strauss, A., Faberhaugh, S., Suczet, B. and Wiener, C. (1985). The social organisation of medical work. Chicago, IL: University of Chicago Press.
56. Swanwick, T. (2005). Informal learning in postgraduate medical education: From cognitivism to 'culturism'. Medical Education, 39 (8). 859-65.
57. Ten Cate, O. (2001). What happens to the student? The neglected variable in educational outcome research. Advances in Health Sciences Education, 6 (1). 81-8.
58. Wear, D. (1997). Professional development of medical students: Problems and promises. Academic Medicine, 72 (12). 1056-62.
59. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
60. Worley, P., Prideaux, D., Strasser, R., Magaray, A. and March, R. (2006). Empirical evidence for symbiotic medical education: A comparative analysis of community and tertiary-based programmes. Medical Education, 40 (2). 109-16.