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

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Twelve tips for implementing a community of practice for faculty development

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

DOI 10.1080/0142159x.2018.1552782

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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.

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Amin, S., Qaiser, A., Siddique, M., Qureshi, W. P., Hussain, W., & Ali, W. (2024) · Pakistan Journal of Health Sciences · doi:10.54393/pjhs.v5i06.1839
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Dias, B. M., Pérez, J. A., & Cassiani, S. H. D. B. (2024) · Revista Latino-Americana de Enfermagem · doi:10.1590/1518-8345.7254.4402
Community of Practice for Nursing: connecting nurses in the Region of the Americas
Dias, B. M., Pérez, J. A., & Cassiani, S. H. D. B. (2024) · Revista Latino-Americana de Enfermagem · doi:10.1590/1518-8345.7254.4401
Comunidad de Práctica de Enfermería: conectando a las enfermeras y los enfermeros en la Región de las Américas
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“Resourcing communities of practice so that Champions can mentor peers and address barriers as they arise [93,94].”
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“Professional ethical values shape educational environments and influence the development of students’ professional identities (Republic of Türkiye The Council of Higher Education, n.d; Chen et al., 2017; Boozaripour et al., 2018; Barkhordari-Sharifabad et al., 2018; Carvalho-Filho et al., 2020).”
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“…formal mentorship relationships, participation in communities of practice (CoP), defined as a group of people “engaged in a process of collective learning in a specific domain”, can improve faculty teaching, leadership and research skills through less formal avenues of faculty development 7–10 .”
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Additional file 1 of 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) · Figshare · doi:10.6084/m9.figshare.26714179
Additional file 1 of Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
Keiller, L., Nyoni, C. N., & van Wyk, C. (2022) · Figshare · doi:10.6084/m9.figshare.19092495
Additional file 1 of 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) · Figshare · doi:10.6084/m9.figshare.24439322
Additional file 2 of Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review
Keiller, L., Nyoni, C. N., & van Wyk, C. (2022) · Figshare · doi:10.6084/m9.figshare.19092498
The VA Rural Interprofessional Faculty Development Initiative: a qualitative evaluation guided by the RE-AIM framework
Keithly, S. C., Perry, P., Ho, E. J., Sterling, R. A., Subramaniam, S., Coogan, S., Shirley, S. E., Sayre, G., Helfrich, C. D., Maynard, C. C., et al. (2026) · BMC Medical Education · doi:10.1186/s12909-025-08549-x
“Online platforms may prove a useful tool for the larger community to stay involved, as they provide an accessible forum for participants to continue sharing knowledge and resources, as well as a means for the institution to track accomplishments and developments within the community [16].”
Professional identity formation of clinician-educators through contributions to staff development in neonatology: a qualitative thematic analysis
Shimaoka, H., Imafuku, R., Saiki, T., & Suzuki, Y. (2026) · BMC Medical Education · doi:10.1186/s12909-026-08654-5
“Future research should examine how CoPs operate as a basis for SD programmes, promote PIF of CEs, and facilitate cultural change within organisations and institutions to improve education [52].”
Towards an international learning network for CAP Training– a Delphi study
Deschamps, P. K. H., Pillen, S., Eliez, S., Giannopoulou, I., Hansen, A. S., Jacobs, B. W., Piot, M., Şeker, A., & van der Schaaf, M. F. (2026) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-026-02965-0
“To enhance training efficiency and facilitate co-creation of solutions to daily challenges, teaching practices and materials are frequently shared through regional or national networks that stimulate, challenge and support participant trainers [9].”
Addressing the Professional Development Needs of the Community of Practice Facilitator
Boylan, F., Brown, M. R., & Harvey, J. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83549-958-020251014
Faculty Development
Fromme, H. B., & Orlov, N. M. (2026) · Springer eBooks · doi:10.1007/978-3-032-12952-9_30

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: Social Sciences › Education › 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

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