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Article ; Online: Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View.

Rowland, Paula

The Journal of continuing education in the health professions

2023 Volume 43, Issue 4S, Page(s) S30–S34

Abstract: Abstract: This Foundations paper introduces the "Working as Learning Framework (WALF)" to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from ... ...

Abstract	Abstract: This Foundations paper introduces the "Working as Learning Framework (WALF)" to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of "expansive learning environments" and "restrictive learning environments." This paper provides an overview of the WALF before discussing possible implications for continuing professional development educators and researchers. Ultimately, this Foundations paper invites readers to engage with the rich scholarship on workplace learning informed by sociocultural concepts of learning and complemented by research on work and workplaces.
MeSH term(s)	Humans ; Workplace ; Learning ; Models, Educational
Language	English
Publishing date	2023-12-06
Publishing country	United States
Document type	Journal Article
ZDB-ID	639445-0
ISSN	1554-558X ; 0894-1912
ISSN (online)	1554-558X
ISSN	0894-1912
DOI	10.1097/CEH.0000000000000531
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Opening up learning conversations: Including patients.

Sehlbach, Carolin / Rowland, Paula

Medical education

2022 Volume 56, Issue 10, Page(s) 962–964

MeSH term(s)	Communication ; Humans ; Learning
Language	English
Publishing date	2022-07-17
Publishing country	England
Document type	Journal Article ; Comment
ZDB-ID	195274-2
ISSN	1365-2923 ; 0308-0110
ISSN (online)	1365-2923
ISSN	0308-0110
DOI	10.1111/medu.14876
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Organisational paradoxes in speaking up for safety: Implications for the interprofessional field.

Rowland, Paula

Journal of interprofessional care

2017 Volume 31, Issue 5, Page(s) 553–556

MeSH term(s)	Humans ; Interdisciplinary Communication ; Organizational Culture ; Patient Safety ; Safety Management
Language	English
Publishing date	2017-05-09
Publishing country	England
Document type	Journal Article
ZDB-ID	1099758-1
ISSN	1469-9567 ; 0884-3988 ; 1356-1820
ISSN (online)	1469-9567
ISSN	0884-3988 ; 1356-1820
DOI	10.1080/13561820.2017.1321305
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Article ; Online: Patient Involvement in CPD: Provocations and Possibilities.

Rowland, Paula / Archibald, Douglas

The Journal of continuing education in the health professions

2021 Volume 41, Issue 4, Page(s) 235–237

MeSH term(s)	Humans ; Patient Participation
Language	English
Publishing date	2021-11-19
Publishing country	United States
Document type	Editorial
ZDB-ID	639445-0
ISSN	1554-558X ; 0894-1912
ISSN (online)	1554-558X
ISSN	0894-1912
DOI	10.1097/CEH.0000000000000412
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Article ; Online: Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID-19.

Cartmill, Carrie / Rowland, Paula / Rojas, David / Cameron, Erin / Whitehead, Cynthia

Medical education

2023 Volume 57, Issue 12, Page(s) 1210–1218

Abstract: Introduction: The COVID-19 pandemic had significant impacts on many aspects of health care and education, including the accreditation of medical education programmes. As a community of international educators, it is important that we study changes that ... ...

Abstract	Introduction: The COVID-19 pandemic had significant impacts on many aspects of health care and education, including the accreditation of medical education programmes. As a community of international educators, it is important that we study changes that resulted from the pandemic to help us understand educational processes more broadly. As COVID-19 unfolded in Canada, a revised format of undergraduate medical accreditation was implemented, including a shift to virtual site visits, a two-stage visit schedule, a focused approach to reviewing standards and the addition of a field secretary to the visit team. Our case study research aimed to evaluate the sociomaterial implications of these changes in format on the process of accreditation at two schools. Methods: We interviewed key informants to understand the impacts, strengths and limitations of changes made to the accreditation format. We used an abductive approach to analyse transcripts and applied a sociomaterial lens in looking for interconnections between the material and social changes that were experienced within the accreditation system. Results: Stakeholders within the accreditation system did not anticipate that changes to the accreditation format would have significant impacts on how accreditation functioned or on its overall outcomes. However, key informants described how the revised format of accreditation reconstructed how power was distributed and how knowledge was produced. The revised format contributed to changes in who held power within each of the programmes, within each of the visiting teams and between site members and visiting team members. As power shifted across stakeholders in response to material changes to the accreditation format, key informants described changes in how knowledge was produced. Conclusions: Our findings suggest that the most powerful knowledge about any given programme might best be obtained through individualised tools, technologies and voices that are most meaningful to the unique context of each programme. Deliberate attention to how knowledge and power are influenced by the interactions between material and social processes within accreditation may help educators and leaders see the effects of change.
MeSH term(s)	Humans ; Pandemics ; Schools, Medical ; COVID-19/epidemiology ; Education, Medical ; Accreditation
Language	English
Publishing date	2023-06-01
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	195274-2
ISSN	1365-2923 ; 0308-0110
ISSN (online)	1365-2923
ISSN	0308-0110
DOI	10.1111/medu.15143
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Patients' perspectives on medical students' professionalism: Blind spots and opportunities.

Haney, Simon / Rowland, Paula / Ginsburg, Shiphra

Medical education

2022 Volume 56, Issue 7, Page(s) 724–735

Abstract: Background: Research has acknowledged the value of patients as essential stakeholders in medical education, yet educators have not adequately incorporated patients' perspectives into medical students' developing professionalism. Our purpose was to ... ...

Abstract	Background: Research has acknowledged the value of patients as essential stakeholders in medical education, yet educators have not adequately incorporated patients' perspectives into medical students' developing professionalism. Our purpose was to explore patients' perceptions of professional behaviour in medical students as a first step to considering patients' potential roles in assessing professionalism. Methods: Building on the existing framework of the 'disavowed curriculum', we used a constructivist grounded theory approach to interview and analyse data from 19 patients (11 W, 8 M) at one urban hospital. Each participant watched five video scenarios that depict professionally challenging situations commonly faced by medical students, after which they were asked to put themselves in the position of both the patient and the student depicted in each scenario, and to discuss what they felt would be appropriate or inappropriate behaviours from each perspective. Results: Patients' responses replicated all elements of the disavowed curriculum, including principles of professionalism, the student's affect or internal factors, and potential implications of actions. Their responses reflected avowed, unavowed and disavowed rationales. Participants also identified novel principles, including hide dissension in the ranks, respect privacy, advocate for yourself and have trust in the system. Patients conveyed an understanding of the multiple competing factors students must balance (e.g., providing optimal care while maximising educational opportunities) and appeared to empathise with some of the pressures students face. Conclusions: Our findings point to significant blind spots in previous research based on faculty and student perspectives of professionalism. Knowing what patients perceive as important will allow educational and assessment efforts to be refined to reflect their values. Our work begins the process of understanding how best to include patients in the assessment of medical learners.
MeSH term(s)	Curriculum ; Education, Medical ; Education, Medical, Undergraduate/methods ; Humans ; Professionalism ; Students, Medical
Language	English
Publishing date	2022-02-22
Publishing country	England
Document type	Journal Article
ZDB-ID	195274-2
ISSN	1365-2923 ; 0308-0110
ISSN (online)	1365-2923
ISSN	0308-0110
DOI	10.1111/medu.14735
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Metaphors of organizations in patient involvement programs: connections and contradictions.

Rowland, Paula / Fancott, Carol / Abelson, Julia

Journal of health organization and management

2021 Volume ahead-of-print, Issue ahead-of-print

Abstract: Purpose: In this paper, we contribute to the theorizing of patient involvement in organizational improvement by exploring concepts of "learning from patients" as mechanisms of organizational change. Using the concept of metaphor as a theoretical bridge, ...

Abstract	Purpose: In this paper, we contribute to the theorizing of patient involvement in organizational improvement by exploring concepts of "learning from patients" as mechanisms of organizational change. Using the concept of metaphor as a theoretical bridge, we analyse interview data ( Design/methodology/approach: Patient involvement activities are used as part of quality improvement efforts in healthcare organizations worldwide. One fundamental assumption underpinning this activity is the notion that organizations must "learn from patients" in order to enact positive organizational change. Despite this emphasis on learning, there is a paucity of research that theorizes learning or connects concepts of learning to organizational change within the domain of patient involvement. Findings: Through our analysis, we interpret a range of metaphors of the organization, including organizations as (1) power and politics, (2) systems and (3) narratives. Through these metaphors, we display a range of possibilities for interpreting how organizations might learn from patients and associated implications for organizational change. Originality/value: This analysis has implications for how the framing of the organization matters for concepts of learning in patient engagement activities and how misalignments might stymie engagement efforts. We argue that the concept and commitment to "learning from patients" would be enriched by further engagement with the sociology of knowledge and critical concepts from theories of organizational learning.
MeSH term(s)	Humans ; Metaphor ; Ontario ; Organizational Innovation ; Organizations ; Patient Participation
Language	English
Publishing date	2021-03-27
Publishing country	England
Document type	Journal Article
ZDB-ID	2109532-2
ISSN	1758-7247 ; 1477-7266
ISSN (online)	1758-7247
ISSN	1477-7266
DOI	10.1108/JHOM-07-2020-0292
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Barriers to cross-disciplinary knowledge flow: The case of medical education research.

Albert, Mathieu / Rowland, Paula / Friesen, Farah / Laberge, Suzanne

Perspectives on medical education

2021 Volume 11, Issue 3, Page(s) 149–155

Abstract: Introduction: The medical education research field operates at the crossroads of two distinct academic worlds: higher education and medicine. As such, this field provides a unique opportunity to explore new forms of cross-disciplinary knowledge exchange. ...

Abstract	Introduction: The medical education research field operates at the crossroads of two distinct academic worlds: higher education and medicine. As such, this field provides a unique opportunity to explore new forms of cross-disciplinary knowledge exchange. Methods: Cross-disciplinary knowledge flow in medical education research was examined by looking at citation patterns in the five journals with the highest impact factor in 2017. To grasp the specificities of the knowledge flow in medical education, the field of higher education was used as a comparator. In total, 2031 citations from 64 medical education and 41 higher education articles published in 2017 were examined. Results: Medical education researchers draw on a narrower range of knowledge communities than their peers in higher education. Medical education researchers predominantly cite articles published in health and medical education journals (80% of all citations), and to a lesser extent, articles published in education and social science journals. In higher education, while the largest share of the cited literature is internal to the domain (36%), researchers cite literature from across the social science spectrum. Findings suggest that higher education scholars engage in conversations with academics from a broader range of communities and perspectives than their medical education colleagues. Discussion: Using Pierre Bourdieu's concepts of doxa and field, it is argued that the variety of epistemic cultures entering the higher education research space contributes to its interdisciplinary nature. Conversely, the existence of a relatively homogeneous epistemic culture in medicine potentially impedes cross-disciplinary knowledge exchange.
MeSH term(s)	Bibliometrics ; Biomedical Research ; Education, Medical ; Humans ; Journal Impact Factor ; Knowledge
Language	English
Publishing date	2021-10-14
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2670231-9
ISSN	2212-277X ; 2212-277X
ISSN (online)	2212-277X
ISSN	2212-277X
DOI	10.1007/s40037-021-00685-6
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: A critical interpretive synthesis of interprofessional education interventions.

Kaas-Mason, Sanne / Langlois, Sylvia / Bartlett, Sabrina / Friesen, Farah / Ng, Stella / Bellicoso, Daniela / Rowland, Paula

Journal of interprofessional care

2024 , Page(s) 1–10

Abstract: Interprofessional practice can look quite different depending on a number of dynamics. Interprofessional education interventions may or may not orient toward this range of practice possibilities. This literature review explores: (1) how interprofessional ...

Abstract	Interprofessional practice can look quite different depending on a number of dynamics. Interprofessional education interventions may or may not orient toward this range of practice possibilities. This literature review explores: (1) how interprofessional education interventions relate to different kinds of interprofessional practice and (2) the range of interprofessional practices assumed by interprofessional education interventions. Four databases were searched for articles published between 2011-2021 describing pre-licensure level interprofessional education interventions, resulting in a dataset of 110 articles. Our analysis involved (1) descriptive summaries of the articles, and (2) content analysis of the rationale and description of the intervention. Of the articles, 93% (102/110) of interprofessional education interventions were designed and/or evaluated using the concept of interprofessional education competencies. "Teamwork" was the most relied upon competency. Most articles were not explicit about the different kinds of interprofessional practices that these competencies might be oriented toward. Our study substantiates earlier claims that interprofessional education literature tends to focus on competencies and orient toward undifferentiated understandings of "teamwork." This analysis is particularly important as interprofessional teams are engaging in increasingly complex, fluid, and distributed forms of interprofessional practice that may not be captured in an undifferentiated approach to "teamwork."
Language	English
Publishing date	2024-01-07
Publishing country	England
Document type	Journal Article
ZDB-ID	1099758-1
ISSN	1469-9567 ; 0884-3988 ; 1356-1820
ISSN (online)	1469-9567
ISSN	0884-3988 ; 1356-1820
DOI	10.1080/13561820.2023.2294755
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Article ; Online: Interdisciplinarity in medical education research: myth and reality.

Albert, Mathieu / Rowland, Paula / Friesen, Farah / Laberge, Suzanne

Advances in health sciences education : theory and practice

2020 Volume 25, Issue 5, Page(s) 1243–1253

Abstract: The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge from multiple disciplines and research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). This common view ... ...

Abstract	The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge from multiple disciplines and research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). This common view of Med Ed research is echoed and reinforced by the narrative used by leading Med Ed departments and research centres to describe their activities as "interdisciplinary." Bibliometrics offers an effective method of investigating scholarly communication to determine what knowledge is valued, recognized, and utilized. By empirically examining whether knowledge production in Med Ed research draws from multiple disciplines and research areas, or whether it primarily draws on the knowledge generated internally within the field of Med Ed, this article explores whether the characterisation of Med Ed research as interdisciplinary is substantiated. A citation analysis of 1412 references from research articles published in 2017 in the top five Med Ed journals was undertaken. A typology of six knowledge clusters was inductively developed. Findings show that the field of Med Ed research draws predominantly from two knowledge clusters: the Applied Health Research cluster (made of clinical and health services research), which represents 41% of the references, and the Med Ed research cluster, which represents 40% of the references. These two clusters cover 81% of all references in our sample, leaving 19% distributed among the other knowledge clusters (i.e., Education, disciplinary, interdisciplinary and topic centered research). The quasi-hegemonic position held by the Applied Health and Med Ed research clusters confines the other sources of knowledge to a peripheral role within the Med Ed research field. Our findings suggest that the assumption that Med Ed research is an interdisciplinary field is not convincingly supported by empirical data and that the knowledge entering Med Ed comes mostly from the health research domain.
MeSH term(s)	Bibliometrics ; Education, Medical/organization & administration ; Education, Medical/statistics & numerical data ; Humans ; Interdisciplinary Research/organization & administration ; Interdisciplinary Research/statistics & numerical data ; Knowledge ; Research/organization & administration ; Research/statistics & numerical data
Language	English
Publishing date	2020-06-24
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1352832-4
ISSN	1573-1677 ; 1382-4996
ISSN (online)	1573-1677
ISSN	1382-4996
DOI	10.1007/s10459-020-09977-8
Database	MEDical Literature Analysis and Retrieval System OnLINE

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