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

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 seri...

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Published inInternational journal of technology and human interaction Vol. 19; no. 1; pp. 1 - 14
Main Authors Kellam, Hugh, Cook, Clare, Smith, Deborah L, Haight, Pam
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.01.2023
Subjects
Communities of practice
Content analysis
Continuing professional development
Instructional design
Modules
Program evaluation
Videoconferencing
Virtual communities
Online AccessGet full text
ISSN1548-3908
1548-3916
DOI10.4018/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.
AbstractList 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.
Author Smith, Deborah L
Cook, Clare
Haight, Pam
Kellam, Hugh
AuthorAffiliation University of Ottawa, Canada
NOSM University, Canada
Northern Ontario School of Medicine, Canada
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SubjectTerms Communities of practice
Content analysis
Continuing professional development
Instructional design
Modules
Program evaluation
Videoconferencing
Virtual communities
Title The Virtual Community of Practice Facilitation Model: A Conceptual Framework for Healthcare Professional Education
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