Twelve tips for implementing a community of practice for faculty development

de Carvalho-Filho, Marco Antonio; Tio, René A.; Steinert, Yvonne

doi:10.1080/0142159x.2018.1552782

Cited by 216Innovations in Medical EducationEvaluation of Teaching PracticesHealth and Medical Education

Twelve tips for implementing a community of practice for faculty development

Open access

de Carvalho-Filho, Marco Antonio, Tio, René A., Steinert, Yvonne·2020·Medical Teacher

DOI 10.1080/0142159x.2018.1552782

Open this paper in CoChat — free account

Abstract

Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences.

Integrity signals

Registry

Crossref · 10.1080/0142159x.2018.1552782

Cites

51 of 51 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

The text we found for this paper looks like another document, so its claims and self-check weren’t run. The registry and citation checks still apply.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The text we found for this paper looks like another document, so the self-check wasn’t run.

Untitled work
(1999) · Cited by 28,356 · see citing works
Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500 · see citing works
Health professionals for a new century: transforming education to strengthen health systems in an interdependent world
Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., et al. (2010) · The Lancet · doi:10.1016/s0140-6736(10)61854-5 · Cited by 5,960 · see citing works
Cultivating Communities of Practice: A Guide to Managing Knowledge
Wenger, É., & Snyder, W. M. (2002) · CERN Document Server (European Organization for Nuclear Research) · Cited by 4,769 · see citing works
Communities of Practice and Social Learning Systems
Wenger, E. (2000) · Organization · doi:10.1177/135050840072002 · Cited by 4,274 · cited 4× · see citing works
“These bridges are an essential source of ideas and problems to solve, all of which are fundamental to keeping a healthy academic environment (Wenger 2000).”
BackgroundInfluential
Cultivating Communities of Practice: A Guide to Managing Knowledge
Cuddy, C. (2002) · The Bottom Line Managing Library Finances · doi:10.1108/bl.2002.17015bae.001 · Cited by 3,935 · see citing works
Communities of Practice: The Organizational Frontier
Wenger, É., & Snyder, W. M. (2006) · Knowledge management and organizational learning · doi:10.1093/oso/9780199291793.003.0017 · Cited by 3,337 · see citing works
Knowledge sharing: A review and directions for future research
Wang, S., & Noe, R. A. (2009) · Human Resource Management Review · doi:10.1016/j.hrmr.2009.10.001 · Cited by 3,076 · see citing works
A review of research on the impact of professional learning communities on teaching practice and student learning
Vescio, V. A., Ross, D. D., & Adams, A. (2007) · Teaching and Teacher Education · doi:10.1016/j.tate.2007.01.004 · Cited by 2,459 · see citing works
Social network, social trust and shared goals in organizational knowledge sharing
Chow, W. S., & Chan, L. S. (2008) · Information & Management · doi:10.1016/j.im.2008.06.007 · Cited by 1,360 · see citing works
A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40
Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., et al. (2016) · Medical Teacher · doi:10.1080/0142159x.2016.1181851 · Cited by 845 · cited 1× · see citing works
“Faculty development programs are critical in facilitating the implementation of best practices in health professions education (Steinert et al. 2016).”
BackgroundSelf-citation
Limits to Communities of Practice
Roberts, J. (2006) · Journal of Management Studies · doi:10.1111/j.1467-6486.2006.00618.x · Cited by 828 · see citing works
Informal online communities and networks as a source of teacher professional development: A review
Macià, M., & González, I. G. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.01.021 · Cited by 474 · see citing works
Medicine as a Community of Practice: Implications for Medical Education
Cruess, R. L., Cruess, S. R., & Steinert, Y. (2017) · Academic Medicine · doi:10.1097/acm.0000000000001826 · Cited by 449 · see citing works
Self-citation
Use of communities of practice in business and health care sectors: A systematic review
Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009) · Implementation Science · doi:10.1186/1748-5908-4-27 · Cited by 377 · see citing works
“Teaching as a Competency”: Competencies for Medical Educators
Srinivasan, M., Li, S. T., Meyers, F. J., Pratt, D. D., Collins, J. B., Braddock, C. H., Skeff, K. M., West, D. C., Henderson, M. A., Hales, R. E., et al. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31822c5b9a · Cited by 362 · see citing works
Why communities of practice succeed and why they fail
PROBST, G. J. B., & Borzillo, S. (2008) · European Management Journal · doi:10.1016/j.emj.2008.05.003 · Cited by 358 · see citing works
Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions
Barab, S., Barnett, M., & Squire, K. (2002) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1104_3 · Cited by 319 · see citing works
A study of social participation and knowledge sharing in the teachers' online professional community of practice
Tseng, F.-C., & Kuo, F. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.10.005 · Cited by 280 · see citing works
Trust as an antecedent to knowledge sharing in virtual communities of practice
Usoro, A., Sharratt, M. W., Tsui, E., & Shekhar, S. (2007) · Knowledge Management Research & Practice · doi:10.1057/palgrave.kmrp.8500143 · Cited by 279 · see citing works
Faculty development: From workshops to communities of practice
Steinert, Y. (2010) · Medical Teacher · doi:10.3109/01421591003677897 · Cited by 258 · see citing works
Self-citation
Why Does the Quality of Health Care Continue to Lag? Insights from Management Research.
Nembhard, I. M., Alexander, J. A., Hoff, T. J., & Ramanujam, R. (2009) · Academy of Management Perspectives · doi:10.5465/amp.2009.37008001 · Cited by 228 · see citing works
Using Social Network Analysis to Improve Communities of Practice
Cross, R., Laseter, T., Parker, A., & Velasquez, G. (2006) · California Management Review · doi:10.2307/41166370 · Cited by 222 · see citing works
Research in Medical Education: Balancing Service and Science*
Albert, M., Hodges, B. D., & Regehr, G. (2006) · Advances in Health Sciences Education · doi:10.1007/s10459-006-9026-2 · Cited by 213 · see citing works
The impact of positive doctor role modeling
Passi, V., & Johnson, N. (2016) · Medical Teacher · doi:10.3109/0142159x.2016.1170780 · Cited by 116 · see citing works
Who am I? Key influences on the formation of academic identity within a faculty development program
Lieff, S., Baker, L. R., Mori, B., Egan‐Lee, E., Chin, K., & Reeves, S. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.642827 · Cited by 112 · see citing works
What would happen to education if we take education evidence seriously?
van der Vleuten, C. P. M., & Driessen, E. W. (2014) · Perspectives on Medical Education · doi:10.1007/s40037-014-0129-9 · Cited by 106 · see citing works
The role of action research in transforming teacher identity: modes of belonging and ecological perspectives
Goodnough, K. C. (2010) · Educational Action Research · doi:10.1080/09650791003740725 · Cited by 105 · see citing works
Scratching beneath the surface of communities of (mal)practice
Pemberton, J., Mavin, S. A., & Stalker, B. (2007) · The Learning Organization · doi:10.1108/09696470710718357 · Cited by 104 · see citing works
Etiquette, Empathy and Trust in Communities of Practice: Stepping-Stones to Social Capital
Preece, J. (2020) · Zenodo (CERN European Organization for Nuclear Research) · doi:10.3217/jucs-010-03-0294 · Cited by 100 · see citing works
The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators
Chen, H. C., Wamsley, M. A., Azzam, A., Julian, K. A., Irby, D. M., & O’Sullivan, P. (2016) · Teaching and Learning in Medicine · doi:10.1080/10401334.2016.1230500 · Cited by 98 · see citing works
A framework of teaching competencies across the medical education continuum
Molenaar, W. M., Zanting, A., van Beukelen, P., de Grave, W. D., Baane, J. A., Bustraan, J. A., Engbers, R., Fick, T. E., Jacobs, J., & Vervoorn, J. (2009) · Medical Teacher · doi:10.1080/01421590902845881 · Cited by 97 · see citing works
Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning
Ranieri, M., Manca, S., & Fini, A. (2012) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2012.01356.x · Cited by 94 · see citing works
The Routledge Companion to Human Resource Development
HEIJDEN, B. I. J. M. V. D., Peters, P., Kelliher, C., Poell, R. F., Rocco, T. S., & Roth, G. L. (2014) · Routledge eBooks · doi:10.4324/9780203386446 · Cited by 89 · see citing works
Promoting effective teaching and learning: hospital consultants identify their needs
Gibson, & Campbell (2000) · Medical Education · doi:10.1046/j.1365-2923.2000.00472.x · Cited by 86 · see citing works
The assessment of communities of practice
Verburg, R. M., & Andriessen, J. H. E. (2006) · Knowledge and Process Management · doi:10.1002/kpm.241 · Cited by 85 · see citing works
Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach
Reilly, J., Vandenhouten, C., Gallagher-Lepak, S., & Ralston‐Berg, P. (2012) · Online Learning · doi:10.24059/olj.v16i2.249 · Cited by 82 · see citing works
How we learn. Communities of practice. The social fabric of a learning organization.
Wenger, É. (1996) · PubMed · Cited by 79 · see citing works
Do communities of practice enhance faculty development?
Abigail, L. K. M. (2016) · Health Professions Education · doi:10.1016/j.hpe.2016.08.004 · Cited by 76 · see citing works
Perspective: Toward a Competency Framework for Faculty
Milner, R. J., Gusic, M. E., & Thorndyke, L. E. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31822bd524 · Cited by 73 · see citing works
A systematic framework for analysing the critical success factors of communities of practice
Scarso, E., Bolisani, E., & Salvador, L. (2009) · Journal of Knowledge Management · doi:10.1108/13673270910997105 · Cited by 60 · see citing works
Faculty Development to Enhance Humanistic Teaching and Role Modeling: A Collaborative Study at Eight Institutions
Branch, W. T., Chou, C. L., Farber, N. J., Hatem, D., Keenan, C. R., Makoul, G. T., Quinn, M. A., Salazar, W. H., Sillman, J. S., Stuber, M. L., et al. (2014) · Journal of General Internal Medicine · doi:10.1007/s11606-014-2927-5 · Cited by 42 · see citing works
Communities of Practice: An Influencing Factor for Effective Knowledge Transfer in OrganizationsPreprint
Krishnaveni, R., & Sujatha, R. (2012) · SSRN Electronic Journal · Cited by 27 · see citing works
Towards organizational development for sustainable high-quality medical teaching
Engbers, R., Stuyt, P. M. J., Fluit, C. R. M. G., Bolhuis, S. M., & ́, L. ́. I. A. D. C. (2013) · Perspectives on Medical Education · doi:10.1007/s40037-013-0043-6 · Cited by 24 · see citing works
Analysis of Design from a Community of Practice Dialogue: Negotiating the Meaning of Auditing Information System Development
Borthick, A. F. (2000) · Journal of Information Systems · doi:10.2308/jis.2000.14.s-1.133 · Cited by 18 · see citing works
Are we missing the potential of action research for transformative change in medical education?
Sandars, J. E., Singh, G., & MacLeod, S. (2012) · Education for Primary Care · doi:10.1080/14739879.2012.11494115 · Cited by 12 · see citing works
Communities of practice and Value Creation in networks
de Laat, M. F., Schreurs, B. G. M., & Nijland, F. (2014) · Research Online (University of Wollongong) · doi:10.4324/9780203386446.ch23 · Cited by 11 · see citing works
Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs
Power, C. M., Thorndyke, L. E., Milner, R. J., Lowney, K. E., Irvin, C. G., Fonseca-Kelly, Z., Benjamin, E. J., Bhasin, R. M., & Connelly, M. T. (2018) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000186 · Cited by 10 · see citing works
Leader as communicator.
Haynor, P. M. (2002) · PubMed · Cited by 9 · see citing works
Experiences with the implementation of a national teaching qualification in university medical centres and veterinary medicine in the Netherlands
Molenaar, W. M., & Zanting, A. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0159-y · Cited by 9 · see citing works
Buttercups and daisies: building a community of practice amongst teachers in a Brazilian university
Botelho, M. D. N., Kowalski, R., & Bartlett, S. (2010) · Educational Action Research · doi:10.1080/09650791003740832 · Cited by 8 · see citing works

Flagged first, then by citations

2 of the 53 references couldn’t be matched to a known paper.

Sorted by citations

Faculty development: From rubies to oak
Steinert, Y. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1688769 · Cited by 107 · see citing works
Self-citation
Supporting a teacher identity in health professions education: AMEE Guide No. 132
van Lankveld, T., Thampy, H. K., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1838463 · Cited by 132 · see citing works
Towards collective moral resilience: the potential of communities of practice during the COVID-19 pandemic and beyond
Delgado, J., Siow, S., de Groot, J., McLane, B., & Hedlin, M. (2021) · Journal of Medical Ethics · doi:10.1136/medethics-2020-106764 · Cited by 101 · see citing works
Artificial Intelligence in Health Professions Education assessment: AMEE Guide No. 178
Masters, K., MacNeil, H., Benjamin, J., Carver, T., Nemethy, K., Valanci-Aroesty, S., Taylor, D. C. M., Thoma, B., & Thesen, T. (2025) · Medical Teacher · doi:10.1080/0142159x.2024.2445037 · Cited by 80 · see citing works
“Institutions should also look to microlearning updates, communities of practice (CoPs) [94], and modelling use of GenAI assessments within other faculty development offerings.”
Implementation of Virtual Communities of Practice in Healthcare to Improve Capability and Capacity: A 10-Year Scoping Review
Shaw, L., Jazayeri, D., Kiegaldie, D., & Morris, M. E. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19137994 · Cited by 70 · see citing works
“An action research framework was suggested in one paper, with the development of the CoP recorded by facilitators, in addition to community projects that were devised and implemented [50].”
Method
Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers
Ji, L., Aziku, M., Qiang, F., & Bin, Z. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00513-3 · Cited by 118 · see citing works
“This theoretical lens has been widely adopted by scholars to explain how working in professional learning communities shape teachers’ attitudes and enhances their skills (de Carvalho-Filho et al., 2020; Dei & van der Walt, 2020).”
Peer‐supported faculty development and workplace teaching: an integrative review
Campbell, N., Wozniak, H., Philip, R., & Damarell, R. (2019) · Medical Education · doi:10.1111/medu.13896 · Cited by 54 · see citing works
Communities of practice: acknowledging vulnerability to improve resilience in healthcare teams
Delgado, J., de Groot, J., McCaffrey, G., Dimitropoulos, G., Sitter, K. C., & Austin, W. (2020) · Journal of Medical Ethics · doi:10.1136/medethics-2019-105865 · Cited by 47 · see citing works
Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
Li, L., Wu, H., Xie, A., Ye, X., Liu, C., & Wang, W. (2021) · BMC Medical Education · doi:10.1186/s12909-021-03005-y · Cited by 38 · see citing works
Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147
Stalmeijer, R. E., Whittingham, J., Bendermacher, G., Wolfhagen, I. H. A. P., Dolmans, D. H. J. M., & Sehlbach, C. (2022) · Medical Teacher · doi:10.1080/0142159x.2022.2057285 · Cited by 34 · see citing works
Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study
Ali, K., Daud, A., Ba‐Hattab, R., Philip, N. I., Matoug‐Elwerfelli, M., Anweigi, L., Alkhabuli, J. O. S., & Du, X. (2022) · European Journal Of Dental Education · doi:10.1111/eje.12820 · Cited by 30 · see citing works
Training junior faculty to become clinical teachers: The value of personalized coaching
Bajwa, N. M., Grasset, J. D., Audétat, M., Jastrow, N., Richard-Lepouriel, H., Dao, M. D., NENDAZ, M. R., & Perron, N. J. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1732316 · Cited by 29 · see citing works
Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick’s Model
Alhassan, A. I. (2022) · Advances in Medical Education and Practice · doi:10.2147/amep.s372652 · Cited by 28 · see citing works
“And an effective organizational environment that aims to impart a high-quality educational curriculum requires a shared responsibility between the faculty members to address challenges of teaching and assessment.(8) It has also been noted that over the past 33 years, outside forces have contributed to the increased co…”
Background
The Power of Peers: Faculty Development for Medical Educators of the Future
SIMPSON, D. E., Marcdante, K., & Souza, K. H. (2019) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-19-00613.1 · Cited by 28 · see citing works
Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
Keiller, L., Nyoni, C. N., & Wyk, C. V. (2022) · Human Resources for Health · doi:10.1186/s12960-022-00711-6 · Cited by 28 · see citing works
Co-produced capability framework for successful patient and staff partnerships in healthcare quality improvement: results of a scoping review
Cox, R., Molineux, M., Kendall, M. B., Tanner, B., & Miller, E. (2021) · BMJ Quality & Safety · doi:10.1136/bmjqs-2020-012729 · Cited by 27 · see citing works
Reflective practice by health professions educators to enhance learning and teaching: AMEE Guide No. 166
Sandars, J. E., Allan, D., & Price, J. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2259071 · Cited by 26 · see citing works
The Learning Loop: Conceptualizing Just‐in‐Time Faculty Development
Yılmaz, Y., Papanagnou, D., Fornari, A. B., & Chan, T. M. (2022) · AEM Education and Training · doi:10.1002/aet2.10722 · Cited by 26 · see citing works
Identity reconciliation and knowledge mobilization in a mandated community of practice
Ivcovici, A., McLoughlin, I. P., Nand, A. A., & Bhattacharya, A. (2021) · Journal of Knowledge Management · doi:10.1108/jkm-02-2021-0130 · Cited by 25 · see citing works
From clinical educators to educational scholars and leaders: strategies for developing and advancing a career in health professions education
Ramani, S., McKimm, J., Thampy, H. K., O’Sullivan, P., Rogers, G. D., Turner, T. L., Chisolm, M. S., Kusurkar, R. A., Hays, R., Fornari, A. B., et al. (2020) · The Clinical Teacher · doi:10.1111/tct.13144 · Cited by 25 · see citing works
Attracting and retaining physicians in less attractive specialties: the role of continuing medical education
Nguyen, V. A. T., Könings, K. D., Scherpbier, A. J. J. A., & van Merriënboer, J. J. G. (2021) · Human Resources for Health · doi:10.1186/s12960-021-00613-z · Cited by 25 · see citing works
Promoting Transfer of Learning to Practice in Online Continuing Professional Development
Luhanga, U., Chen, W., Minor, S., Drowos, J. L., Berry, A., Rudd, M. J., Gupta, S., & Bailey, J. M. (2021) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000393 · Cited by 25 · see citing works
“Seen as a best practice to shift culture toward recognizing teaching and learning as an essential academic endeavor, collective energy within a CoP can enact change and improvement.(37) This is occurringwith the emergence of formal educator academies in medical schools and academic medical centers as educators find li…”
Background
Extending impact beyond the community: Protocol for a scoping review of evidence of the impact of communities of practice on teaching and learning in higher education
Gómez, R. L., & Suárez, A. M. (2021) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2021.100048 · Cited by 24 · see citing works
Professional identity formation amongst peer-mentors in a research-based mentoring programme
Krishna, L. K. R., Pisupati, A., Teo, K. J. H., Teo, M. Y. K., Quek, C. W. N., Chua, K. Z. Y., Venktaramana, V., Raveendran, V., Singh, H., Hui, S. L. W. C., et al. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04718-y · Cited by 27 · see citing works
Assessing the effects of a mentoring program on professional identity formation
Krishna, L. K. R., Pisupati, A., Ong, Y. T., Teo, K. J. H., Teo, M. Y. K., Venktaramana, V., Quek, C. W. N., Chua, K. Z. Y., Raveendran, V., Singh, H., et al. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04748-6 · Cited by 22 · see citing works
“…following SEBA’s iterative process, the research and expert teams searched for additional features concur-ring with CoPs drawn from articles by Sherbino et al. [79], Hean et al. [80], Hägg-Martinell et al. [81], Buckley et al. [82] and de Carvalho-Filho et al. [83] to confirm our initial findings.”
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice
Schalkwyk, S. C. V., Amaral, E. M., Anakin, M., Chen, R., Dolmans, D. H. J. M., Findyartini, A., Fobian, N., Leslie, K., Müller, J. V., O’Sullivan, P., et al. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2429612 · Cited by 26 · see citing works
Self-citation
Factors affecting online knowledge sharing and its effect on academic performance
Alyouzbaky, B. A., Al-Sabaawi, M. Y. M., & Tawfiq, A. Z. (2022) · VINE Journal of Information and Knowledge Management Systems · doi:10.1108/vjikms-01-2022-0015 · Cited by 21 · see citing works
The Making of an Educator: Professional Identity Formation Among Graduate Medical Education Faculty Through Situated Learning Theory
McMains, K. C., Durning, S. J., Norton, C. J., & Meyer, H. S. (2023) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000491 · Cited by 20 · see citing works
Educational Development
Watson, J., & Clouser, S. A. (2023) · doi:10.1002/9781119852865.ch15 · Cited by 20 · see citing works
From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation
Martin, A., Weller, I., Amsalem, D., Adigun, A. A., Jaarsma, D. A. D. C., Duvivier, R. J., & Filho, C. (2021) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2020.616239 · Cited by 19 · see citing works
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study
Du, X., Nomikos, M., Ali, K., Lundberg, A., & Abu-Hijleh, M. F. (2022) · Medical Education · doi:10.1111/medu.14792 · Cited by 19 · see citing works
“Regarding the format, a community of practice approach is more useful than the knowledge transmission method, involving health educators who can share experiences and explore effective practices collaboratively.(3,24,38) This collaborative approach may be a way to enhance their professional agency enactment.”
Method
Curriculum renewal towards critically conscious graduates: Implications for faculty development
Schalkwyk, S. C. V., & Blitz, J. (2023) · Medical Education · doi:10.1111/medu.15216 · Cited by 18 · see citing works
“40 (p148), 41 However, while the first two key features can be regarded as relatively easy to address — and are already common practice in many contexts, the latter two, that of enabling dialogue and critical reflexivity, and explicitly placing ‘ the political ’ on the agenda, may prove to be more…”
Background
Implementing Competence Committees on a National Scale: Design and Lessons Learned
Oswald, A., Dubois, D. G., Snell, L. S., Anderson, R., Karpinski, J., Hall, A. K., Frank, J. R., & Cheung, W. J. (2024) · Perspectives on Medical Education · doi:10.5334/pme.961 · Cited by 19 · see citing works
The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review
Liang, J. Z., Ng, D. K. W., Raveendran, V., Teo, M. Y. K., Quah, E. L. Y., Chua, K. Z. Y., Lua, J. K., Owyong, J. L. J., Vijayan, A. V., Hamid, N. A. B. A., et al. (2024) · PLoS ONE · doi:10.1371/journal.pone.0296367 · Cited by 20 · see citing works
Competency-based faculty development: applying transformations from lessons learned in competency-based medical education
Schultz, K., Kolomitro, K., Koppula, S., & Bethune, C. (2023) · Canadian Medical Education Journal · doi:10.36834/cmej.75768 · Cited by 15 · see citing works
“20 In considering menus of options, the pandemic by necessity has had the silver-lining of spawning vastly improved online learning platforms and interactive communities of practice that broaden FD options.”
Background
Building Your “Educational Peloton:” Cycling Together for Success During Uncertain Times
Berkowitz, L. R., Dzara, K., & Simpkin, A. L. (2021) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000325 · Cited by 15 · see citing works
Barriers and facilitators to the cultivation of communities of practice for faculty development in medical education: A scoping review
Kitto, S. C., Fantaye, A. W., Ghidinelli, M., Andenmatten, K., Wiedler, J. T., & de Boer, K. (2025) · Medical Teacher · doi:10.1080/0142159x.2025.2495628 · Cited by 16 · see citing works
“In this domain, the most reported factor was related to the availability and sufficiency of resources , including space (physical or online) and funding (31 times) (see Figure 2) [24,38 – 45, 49,51,52,54,64 – 66 ,69].”
Influential
Got 15? Try Faculty Development on the Fly: A Snippets Workshop for Microlearning
Bowler, C. A., Foshee, C. M., Haggar, F. L., SIMPSON, D. E., Schroedl, C. J., & Billings, H. (2021) · MedEdPORTAL · doi:10.15766/mep_2374-8265.11161 · Cited by 14 · see citing works
Caring for our communities of practice in educational development
Chen, C. V. H.-H., Kearns, K. D., Eaton, L., Hoffmann, D. S., Leonard, D. A., & Samuels, M. A. (2022) · To improve the academy · doi:10.3998/tia.460 · Cited by 13 · see citing works
Into the Unknown: Characterizing Fellow Uncertainty During the Transition to Unsupervised Practice
Herchline, D., Cohen, M. E., Ambrose, M., Hwang, J. M., Kaminstein, D., Kilberg, M. J., Rosenblatt, S. A., Ziemba, J. B., & Boyer, D. L. (2023) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-22-00221.1 · Cited by 13 · see citing works
Twelve tips for mindful teaching and learning in medical education
Ryznar, E., & Levine, R. B. (2021) · Medical Teacher · doi:10.1080/0142159x.2021.1901869 · Cited by 13 · see citing works
“Communities of Practice (CoP), bring together individuals who have a common understanding of specific concepts and similar values for knowledge sharing, skills development, and coaching (de Carvalho-Filho et al. 2020).”
Background
Twelve tips for teaching the International Classification of Functioning, Disability and Health with a view to enhancing a biopsychosocial approach to care
Scholten, I., Barradell, S., Bickford, J., & Moran, M. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1789082 · Cited by 12 · see citing works
“Such collaborative groups ‘are an efficient strategy to gather faculty members committed to teaching and learning activities while creating a safe and trusting environment’ (de Carvalho-Filho et al. 2020, p. 148).”
Background
The Impact of Communities of Practice on Professional Development Among Chinese Teachers: A Mixed-Methods Longitudinal Study
Wang, Y., & Fan, Z. (2025) · SAGE Open · doi:10.1177/21582440251359824 · Cited by 10 · see citing works
“Communities of Practice (CoPs) have become a key framework for understanding collective learning and knowledge sharing in various professional fields (De Carvalho-Filho et al., 2020; Nicolini et al., 2022).”
Stances Toward Anti-Racist Medical Education: A Qualitative Analysis of Critical Consciousness in First-Year Medical Students
Novak, D. A., Hallowell, R., Llobrera, K., Schreiber, J., Wright, E., & Elliott, D. (2022) · AERA Open · doi:10.1177/23328584221103878 · Cited by 9 · see citing works
“Therefore, a community of practice approach may yield opportunities to improve teaching about health justice groups by treating faculty and students as interconnected communities (Lave & Wenger, 1991; Steinert, 2010; de Carvalho-Filho et al., 2020; Wenger, 1998).”
Background
Knowledge Sharing in Health Community of Practice (CoP) and Online Health Communities (OHCs): A Bibliometric Analysis
Fauzi, M. A. (2023) · Journal of Information & Knowledge Management · doi:10.1142/s0219649223500065 · Cited by 11 · see citing works
Instructional Design Models for Pervasive Learning Environment: Bridging Formal and Informal Learning in Collaborative Social Learning
Suartama, I. K., Yasa, I. N., & Triwahyuni, E. (2024) · Education Sciences · doi:10.3390/educsci14121405 · Cited by 9 · see citing works
Using the Principles from Community of Practice: Developing Sustainable Professional Development Programmes in Physical Education
Milton, D., Bryant, A. S., Appleton, P. R., & Duda, J. L. (2025) · Education Sciences · doi:10.3390/educsci15060713 · Cited by 9 · see citing works
Developing a community of practice for quality assurance within healthcare assessment
Saad, S. L., Richmond, C., Jones, K., & Malau‐Aduli, B. S. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1830959 · Cited by 9 · see citing works
How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production
Srinivasa, K. K., Charlton, A., Moir, F., & Goodyear‐Smith, F. (2024) · JMIR Medical Education · doi:10.2196/51740 · Cited by 8 · see citing works
“Such groups work on the background theory of constructivism as they allow for social learning and mentorship [30].”
The added value of clinical faculty in building effective academic–practice partnerships
Padilla, B. I., & Evans-Krieder, K. (2021) · Journal of the American Association of Nurse Practitioners · doi:10.1097/jxx.0000000000000644 · Cited by 8 · see citing works
Online Faculty Development
Filipe, H. P., Golnik, K. C., Geary, A., Buque, A., & Mack, H. G. (2021) · Middle East African Journal of Ophthalmology · doi:10.4103/meajo.meajo_160_21 · Cited by 8 · see citing works
Twelve tips for promoting consistent, good quality medical education across diverse clinical settings through faculty development approaches
Dennis, C. A., & Davies, N. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1851021 · Cited by 7 · see citing works
“…university to get the best out of their faculty (Gappa et al. 2005; CONTACT Caitriona A. Dennis C.Dennis@leeds.ac.uk Leeds Institute of Medical Education, University of Leeds, Leeds, UK 2020 Informa UK Limited, trading as Taylor & Francis Group Cruess et al. 2018; de Carvalho-Filho et al. 2020).”
Background
Enhancing Child and Adolescent Psychiatry Recruitment Through a Medical Student Mentorship Network: A Qualitative Study
Kishore, A. R., DiGiovanni, M. J., Sun, K., Kolevzon, A. L., Benoit, L., & Martin, A. (2022) · Academic Psychiatry · doi:10.1007/s40596-022-01700-6 · Cited by 7 · see citing works
Understanding community engagement from practice: a phenomenographic approach to engineering projects
Acero, A., Ramírez-Cajiao, M. C., & Baillie, C. A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1386729 · Cited by 7 · see citing works
Unveiling the nature of peer development groups: A systematic review, conceptual framework, and research pathways
Terekhin, R., & Aurora, S. R. (2024) · Journal of Organizational Behavior · doi:10.1002/job.2845 · Cited by 7 · see citing works
Building a Community of Practice Across an Institution
Galvin, T., & Geron, M. (2021) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-7106-4.ch017 · Cited by 7 · see citing works
The Value of Communities of Practice as a Learning Process to Increase Resilience in Healthcare Teams
Delgado, J., Siow, S., & de Groot, J. (2021) · European Journal of Natural Sciences and Medicine · doi:10.26417/763xzb78s · Cited by 7 · see citing works
“More particularly focusing on the healthcare field, usually, healthcare CoPs arise to share clinical information about relevant problems in daily work (de Carvalho-Filho et al. 2019), and sometimes it is an urgent clinical problem that initiates the CoP.”
Background
Faculty development: the need to ensure educational excellence and health care quality
Shin, H.-K., & Kim, M. J. (2023) · Kosin Medical Journal · doi:10.7180/kmj.23.109 · Cited by 7 · see citing works
Setting Up and Running Online Communities of Practice (CoPs) for Veterinary Educators
Sharp, P., Baillie, S., Parkes, R. S. V., Janicke, H. J., Kinnison, T., Routh, J., Muca, E., & Forrest, N. D. (2024) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2023-0042 · Cited by 7 · see citing works
Co-constructive Veterinary Simulation: A Novel Approach to Enhancing Clinical Communication and Reflection Skills
Spruijt, A., Prins-Aardema, C. C., Filho, C., Jaarsma, D. A. D. C., & Martin, A. (2022) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2021-0160 · Cited by 7 · see citing works
Twelve tips for implementing trigger or content warnings in healthcare professions education
Nolan, H. A., & Roberts, L. M. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2290995 · Cited by 6 · see citing works
Impact of a professional development session based on learner evaluations within a preceptor community of practice
Button, B. L. G., Cook, C., & Goertzen, J. (2022) · Medical Teacher · doi:10.1080/0142159x.2022.2155121 · Cited by 6 · see citing works
Optimiser le potentiel d’une communauté de pratique auprès de professionnels en santé : des clés de succès
Savard, I., & Côté, L. (2021) · Pédagogie médicale · doi:10.1051/pmed/2021002 · Cited by 6 · see citing works
“[15] précisent que si les leaders de l’organisation dans laquelle émerge la CoP reconnaissent sa valeur ajoutée, ils seront plus enclins à mettre en place des mesures pour faciliter son démarrage et son bon déroulement.”
BackgroundInfluential
Faculty development through higher degrees: AMEE Guide No. 180
Al-Eraky, M. M., & Taylor, D. (2025) · Medical Teacher · doi:10.1080/0142159x.2025.2458293 · Cited by 5 · see citing works
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education
Findyartini, A., Nirula, L., Mandache, M.-E., Caramori, U., Cilliers, F. J., Cantillon, P., & Roebertsen, H. (2025) · Medical Teacher · doi:10.1080/0142159x.2025.2507150 · Cited by 5 · see citing works
National continuous professional development programmes for midwifery educators and their effectiveness in low-and-middle-income-countries: a systematic review
Shikuku, D. N., Bar‐Zeev, S., & Ameh, C. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07877-2 · Cited by 11 · see citing works
“For effective implementation of faculty development programmes, participation should be supported and sustained as a continuous pathway for educators to improve their teaching capacity and to further develop themselves [99].”
Transformation in the Teachers’ Role According to the National Education Policy 2020 Guidelines in the Indian Context
Kakodkar, P. V., Rishipathak, P., & Sriranga, J. (2024) · Journal of Indian Association of Public Health Dentistry · doi:10.4103/jiaphd.jiaphd_214_23 · Cited by 5 · see citing works
Open networked learning – a course, a community, an approach
Pareigis, J., Kvarnström, M., Cefa, B., Bai, J. Y. H., Zawacki‐Richter, O., Uhlin, L., Jakobsson, N., & Theilmeier, G. (2024) · The International Journal for Academic Development · doi:10.1080/1360144x.2024.2350652 · Cited by 5 · see citing works
“We connect these to the 12 tips for implementing a CoP for faculty development (de Carvalho-Filho et al., 2020), with which we concur.”
Method
Promoting a more empowering motivational climate in physical education: a mixed-methods study on the impact of a theory-based professional development programme
Milton, D., Appleton, P. R., Bryant, A. S., & Duda, J. L. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1564671 · Cited by 9 · see citing works
Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars
Scott, J., Pryce, J., Reinke, N. B., Li, D., Shuker, M.-A., Singleton, R. S., Tsai, A., & Parkinson, A. L. (2023) · Education Sciences · doi:10.3390/educsci13121239 · Cited by 5 · see citing works
A Common Trajectory Toward a Professional Identity as a Faculty Developer
Kiesow, C. W., Mount, G. R., Bunin, J. L., McMains, K. C., McFate, T., Hartzell, J. D., & Servey, J. T. (2024) · Family Medicine · doi:10.22454/fammed.2024.953164 · Cited by 5 · see citing works
Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman
Al-Wardy, N. (2020) · Sultan Qaboos University medical journal · doi:10.18295/squmj.2020.20.03.005 · Cited by 5 · see citing works
The VetEd Conference: Evolution of an Educational Community of Practice
Baillie, S., Rhind, S. M., MacKay, J. R. D., Murray, L., & Mossop, L. H. (2021) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2020-0154 · Cited by 5 · see citing works
Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
Martin, A., Filho, C., Jaarsma, D. A. D. C., & Duvivier, R. J. (2021) · Advances in Medical Education and Practice · doi:10.2147/amep.s336779 · Cited by 5 · see citing works
“But still missing from the general supervisory equation are opportunities for experiencing and learning in real time, and for supervisor and trainee to grow alongside one another in a horizontal, rhizomic, and capillary fashion that upends the traditional, sovereign power structure and that contributes to building the…”
Background
HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice
Scott, J., Pryce, J., Fisher, M. B., Reinke, N. B., Singleton, R. S., Tsai, A., Li, D., Parkinson, A. L., Eri, R. D., Reid, S. J., et al. (2022) · Elsevier eBooks · doi:10.1016/b978-0-323-91185-6.00007-0 · Cited by 5 · see citing works
Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study
Wurth, S. M., Maisonneuve, H., Moussa, M. A., Campion, B., Fon, N. C., Peltier, C., & Audétat, M. (2023) · Medical Education Online · doi:10.1080/10872981.2023.2265163 · Cited by 5 · see citing works
“The development of the professional identity as a clinical teacher was also materialized by the desire to transmit the gained skills to colleagues [60,67].”
Background
Using starling murmuration as a model for creating a global health community of practice to advance equity in scholarship
Nguyen, D. D. T., Ssebunya, R. N., Hirani, K., Mandalakas, A. M., Benjamin, J. C., Ligon, B. L., & Thammasitboon, S. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2260083 · Cited by 4 · see citing works
Assessing Educator Burnout in Online Synchronous Teaching in Surgical Disciplines
Desai, V., Lee, D. J., Lin, R. J., Alvinia, M., MacNeill, H., & Chan, Y. (2024) · Journal of surgical education · doi:10.1016/j.jsurg.2024.06.017 · Cited by 4 · see citing works
A community of practice to support faculty innovation in online teaching and learning
Hoelscher, D. C., Barragato, A. K., & Mong, C. J. (2021) · Journal of Dental Education · doi:10.1002/jdd.12560 · Cited by 4 · see citing works
Improving the pronunciation of English learners through new learning process
Yang, Z., & Kongjit, C. (2022) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v11i2.22195 · Cited by 5 · see citing works
“We learn things to solve real-life problems”: Understanding how nature of engineering beliefs situate developing pedagogical content knowledge in a modular engineering education professional development program
Kim, M., McFeetors, P. J., Jin, Q., Rose, K., Carey, J. P., Miller-Young, J. E., Jamieson, M. V., & Adeeb, S. (2023) · Journal of University Teaching and Learning Practice · doi:10.53761/1.20.3.07 · Cited by 4 · see citing works
Reflections on establishing an effective and sustainable community of practice for a strategic objective within a higher education institution
Bastiaens, E., & Heymann, P. (2023) · Knowledge and Process Management · doi:10.1002/kpm.1747 · Cited by 4 · see citing works
Twelve tips for creating and sustaining a peer assessment program of clinical faculty
Pedram, K., Marcelo, C., Paletta‐Hobbs, L., Meadors, E., & Dow, A. W. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2252602 · Cited by 4 · see citing works
Pathways and identity: toward qualitative research careers in child and adolescent psychiatry
Martin, A., DiGiovanni, M. J., Acquaye, A. G., Ponticiello, M. N., Chou, D. T., Neto, E. A., Michel, A., Sibéoni, J., Piot, M., Spodenkiewicz, M., et al. (2024) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-024-00738-8 · Cited by 4 · see citing works
“From an epistemological perspective, they considered the possible research questions and the specific qualitative methods as getting closer to the truth; and if not to the elusive truth, at least to meaningful moments of discovery that said something new or described new phenomena.”
Background
Current status and challenges of faculty development in Korean medical education and strategies for advancement
Lee, D. H. (2024) · Korean journal of medical education · doi:10.3946/kjme.2024.314 · Cited by 4 · see citing works
Envisioning quality improvement education partnerships to teach pre-registration nursing students: A qualitative study
Mak, V., Morphet, J., & Brand, G. (2024) · Nurse Education Today · doi:10.1016/j.nedt.2024.106530 · Cited by 4 · see citing works
Integrating Graduates of a National Faculty Development Program Into a Community of Practice
Chandran, L., Lu, W.-H., Mogilner, L. N., Rana, D. T., Petershack, J. A., & Turner, T. L. (2021) · Academic Pediatrics · doi:10.1016/j.acap.2021.04.003 · Cited by 4 · see citing works
Optimizing teacher basic need satisfaction in distributed healthcare contexts
Verhees, M. J. M., Engbers, R., Landstra, A. M., Bouwmans, G. A. M., Koksma, J., & Laan, R. (2021) · Advances in Health Sciences Education · doi:10.1007/s10459-021-10061-y · Cited by 4 · see citing works
Nursing educators’ professional identity: Challenges and consequences when adopting the flipped approach
Garvey, L., Hood, K., Willetts, G., Newton, J., Wheelahan, J., & Croy, G. (2023) · Teaching and learning in nursing · doi:10.1016/j.teln.2022.12.002 · Cited by 4 · see citing works
Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare
Filho, C., Sehlbach, C., & Martin, A. (2023) · Journal of CME · doi:10.1080/28338073.2023.2192378 · Cited by 4 · see citing works
Evaluating the effectiveness of an intensive faculty development program based on the community of practice model
Ascione, F. J., Daniels, T., Najjar, G., Patterson, V., & Stalburg, C. M. (2021) · Journal of Interprofessional Education & Practice · doi:10.1016/j.xjep.2021.100486 · Cited by 4 · see citing works
The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development
Estremera, M. (2024) · EIKI Journal of Effective Teaching Methods · doi:10.59652/jetm.v2i1.151 · Cited by 12 · see citing works
“…of education and less explored in L2 context have been undertaken such as with King (2019), and Wang, et al. (2023) communicating positive results toward professional development of teachers (de Carvalho-Filho et al., 2020; Xue et al., 2021) as well as successful L2 learning (Amorati, 2023).”
Background
Seeing Ourselves in Others: Understanding and Addressing Biases in Medical School Admissions Processes
Ahmed, K., JOY, T. R., & Sukhera, J. I. (2025) · Perspectives on Medical Education · doi:10.5334/pme.1643 · Cited by 3 · see citing works
Not too sick, not too well: reducing the diagnostic void in pediatric emergency medicine
Roland, D., Horeczko, T., & Snelson, E. (2024) · Pediatric Research · doi:10.1038/s41390-024-03598-2 · Cited by 3 · see citing works
Capacity Building Indicators for Faculty Development Programs
Bana, K. F. M. A., Hoor, T., & Rizvi, K. F. (2021) · Journal of Bahria University Medical and Dental College · doi:10.51985/gvet5958 · Cited by 3 · see citing works
Perceptions of racism in a children's psychiatric inpatient unit: A qualitative study of entrenching and uprooting factors
Aneni, K., Ijeli, C., Cardona, L., Calhoun, A. J., Reiss, D., Benoit, L., & Martin, A. (2022) · Journal of Psychiatric and Mental Health Nursing · doi:10.1111/jpm.12885 · Cited by 3 · see citing works
Preparing Clinicians for Roles in Academic Teaching: A Model for Clinical Associated Faculty Development
Bilyeu, C., Reilly, M., & Niski, J. (2023) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000289 · Cited by 3 · see citing works
Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals
Ghani, M., Cooper-Ioelu, P., & Jowsey, T. (2024) · BMJ Open Quality · doi:10.1136/bmjoq-2023-002556 · Cited by 3 · see citing works
Embracing different languages and local differences: Co-constructive patient simulation strengthens host countries’ clinical training in psychiatry
Eray, Ş., Yavuz, B. E., Gök, M. F., Yazgan, I., Yazgan, Y., Brand‐Gothelf, A., Gothelf, D., Amsalem, D., & Martin, A. (2024) · World Journal of Psychiatry · doi:10.5498/wjp.v14.i1.111 · Cited by 3 · see citing works
‘It was the worst possible timing’: the response of UK Longitudinal Integrated Clerkships to Covid-19
Brown, M. E. L., Parekh, R., Anderson, K., Mayat, N. Y., & McKeown, A. (2022) · Education for Primary Care · doi:10.1080/14739879.2022.2079428 · Cited by 3 · see citing works
“dedicated faculty development days, access to shared resources, and through creating interactive peer networks [26,27].”
Background

Do communities of practice enhance faculty development?
Abigail, L. K. M. (2016) · Health Professions Education · doi:10.1016/j.hpe.2016.08.004 · Cited by 76 · see citing works
Barriers and facilitators to the cultivation of communities of practice for faculty development in medical education: A scoping review
Kitto, S. C., Fantaye, A. W., Ghidinelli, M., Andenmatten, K., Wiedler, J. T., & de Boer, K. (2025) · Figshare · doi:10.6084/m9.figshare.29875952
Curricular Interventions in Medical Schools: Maximizing Community Engagement Through Communities of Practice
Ramesh, A., Brown, K. Y., Juárez, P. D., Tabatabai, M., & Matthews-Juarez, P. (2023) · The Annals of Family Medicine · doi:10.1370/afm.2925 · Cited by 7 · see citing works
Extending impact beyond the community: Protocol for a scoping review of evidence of the impact of communities of practice on teaching and learning in higher education
Gómez, R. L., & Suárez, A. M. (2021) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2021.100048 · Cited by 24 · see citing works
Improving Teaching Through A Community of Practice
Herbers, M. S., Antelo, A., Ettling, D., & Buck, M. A. (2011) · Journal of Transformative Education · doi:10.1177/1541344611430688 · Cited by 42 · see citing works

Authors: de Carvalho-Filho, M. A., Tio, R. A., & Steinert, Y.
Affiliations: Emergency Medicine Department School of Medical Sciences, University of Campinas
Catharina Ziekenhuis (NL)
McGill University (CA)
ORCID: de Carvalho-Filho, Marco Antonio
Tio, René A.
Steinert, Yvonne
Venue: Medical Teacher
Publisher: Informa UK Limited
Published: 2019-02-01
Volume: 42
Issue: 2
Pages: 143-149
ISSN: 0142-159X (ISSN-L)
1466-187X
DOI: 10.1080/0142159x.2018.1552782
OpenAlex: W2913616384
Cited by: 216
References: 53
Citations by year: 2026: 21 · 2025: 40 · 2024: 42 · 2023: 36 · 2022: 36 · 2021: 27 · 2020: 10 · 2019: 4
FWCI: 17.73
Type: journal article
Language: en
Open access: green
cris.maastrichtuniversity.nl
Licence: other-oa
doi.org/10.1080/policies-text-data-mining (tdm)
Locations: Medical Teacher (publishedVersion)
PubMed (publishedVersion)
Research Publications (Maastricht University) (publishedVersion, other-oa)
University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, other-oa)
Research Publications (Maastricht University) (submittedVersion)
Funders: Fundação de Amparo à Pesquisa do Estado de São Paulo (/, 8-1)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Education › Evaluation of Teaching Practices
Health Sciences › Health Professions › General Health Professions › Health and Medical Education
Keywords: communities of practice, faculty development, medical education, knowledge management, best practice implementation, cooperative learning, health professions education
MeSH terms: Interdisciplinary Placement, Education, Medical, Faculty, Medical, Humans, Learning, Program Evaluation, Program Development, Knowledge

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Twelve tips for implementing a community of practice for faculty development

Abstract

Integrity signals

Claims the paper makes

Self-check

Cites

Cited by

Related

Record

About these checks