The DOI matches its Crossref record; 51 of the 53 references it cites were found in a registry or an index.
Twelve tips for implementing a community of practice for faculty development
Open accessAbstract
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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.
Citations
Cites
(1999) · Cited by 28,356
Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500
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
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
Communities of Practice and Social Learning Systems
Wenger, E. (2000) · Organization · doi:10.1177/135050840072002 · Cited by 4,274 · cited 4×
“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).”
BackgroundInfluentialCultivating 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 3,940
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
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 3,304
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
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
Limits to Communities of Practice
Roberts, J. (2006) · Journal of Management Studies · doi:10.1111/j.1467-6486.2006.00618.x · Cited by 892
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×
“Faculty development programs are critical in facilitating the implementation of best practices in health professions education (Steinert et al. 2016).”
BackgroundSelf-citationInformal 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
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
Self-citationWhy 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 386
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
“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
Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions
Barab, S. A., Barnett, M., & Squire, K. D. (2002) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1104_3 · Cited by 329
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 294
Tseng, F.-C., & Kuo, F. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.10.005 · Cited by 280
Faculty development: From workshops to communities of practice
Steinert, Y. (2010) · Medical Teacher · doi:10.3109/01421591003677897 · Cited by 258
Self-citationWhy 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 230
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
Ranieri, M., Manca, S., & Fini, A. (2012) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2012.01356.x · Cited by 219
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
The impact of positive doctor role modeling
Passi, V., & Johnson, N. (2016) · Medical Teacher · doi:10.3109/0142159x.2016.1170780 · Cited by 116
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
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 112
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 110
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 106
Goodnough, K. C. (2010) · Educational Action Research · doi:10.1080/09650791003740725 · Cited by 105
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
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
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
The assessment of communities of practice
Verburg, R. M., & Andriessen, J. H. T. H. (2006) · Knowledge and Process Management · doi:10.1002/kpm.241 · Cited by 88
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
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
How we learn. Communities of practice. The social fabric of a learning organization.
Wenger, É. (1996) · PubMed · Cited by 79
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
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
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
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
Communities of Practice: An Influencing Factor for Effective Knowledge Transfer in OrganizationsPreprint
Krishnaveni, R., & Sujatha, R. (2012) · SSRN Electronic Journal · Cited by 27
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
Borthick, A. F. (2000) · Journal of Information Systems · doi:10.2308/jis.2000.14.s-1.133 · Cited by 18
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
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
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
Haynor, P. M. (2002) · PubMed · Cited by 9
Molenaar, W. M., & Zanting, A. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0159-y · Cited by 9
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
Research works printed but not linked: 1
- Singh G, McPherson M, Sandars J. 2012. Continuing professional development through reflexive networks: disrupting online communities of practice. Stirling (Scotland): University of Stirling.
Cited by
Sorted by citations
Faculty development: From rubies to oak
Steinert, Y. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1688769 · Cited by 158
Self-citationSupporting 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 144
Delgado, J., Siow, S., de Groot, J., McLane, B., & Hedlin, M. (2021) · Journal of Medical Ethics · doi:10.1136/medethics-2020-106764 · Cited by 109
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
“Institutions should also look to microlearning updates, communities of practice (CoPs) [94], and modelling use of GenAI assessments within other faculty development offerings.”
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
“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
Metadata
- 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)
- 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
- 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
- Licence
- 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
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
