The development of a theory-informed Communities of Practice Framework for pharmacy and other professional healthcare education programmes

Banan Abdulrzaq Mukhalalati, Andrea Taylor

Research output: Contribution to journalArticle

Abstract

This paper describes the development of a novel Communities of Practice (CoP) theory-informed framework. The CoP framework, developed through a rigorous process of extensive review of the literature and peer review by selected healthcare education scholars, comprises six key components: enablers, challenges, curriculum, teaching strategies, assessment, and outcomes. The CoP framework provides a basic conceptual structure to align CoP learning theory to educational practice, in order to understand the interaction between learning theories and educational practices and to reduce the possible disconnect within this interaction. It can be used as a theoretical instrument to inform the design of new professional healthcare education programmes or to analyse the evidence of CoP application in existing programmes. This is important to reduce the gap between learning theory and educational practices in programme design, and to enhance students’ learning experience.

Original languageEnglish
Pages (from-to)166-180
Number of pages15
JournalPharmacy Education
Volume18
Issue number1
Publication statusPublished - 1 Jan 2018

Fingerprint

Professional Education
Education
Learning
theory-practice
Delivery of Health Care
learning theory
educational practice
Curricula
community
education
Teaching
Students
Peer Review
interaction theory
Curriculum
peer review
teaching strategy
Outcome Assessment (Health Care)
curriculum
interaction

Keywords

  • Communities of Practice
  • Education
  • Learning Theories
  • Practical Placements
  • Preceptors
  • Professional Healthcare

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • Pharmaceutical Science

Cite this

The development of a theory-informed Communities of Practice Framework for pharmacy and other professional healthcare education programmes. / Mukhalalati, Banan Abdulrzaq; Taylor, Andrea.

In: Pharmacy Education, Vol. 18, No. 1, 01.01.2018, p. 166-180.

Research output: Contribution to journalArticle

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