Department of Primary Care, University of Exeter College of Medicine and Health , Exeter, UK.
Educ Prim Care. 2020 Sep;31(5):311-317. doi: 10.1080/14739879.2020.1782272. Epub 2020 Jul 3.
'Participation' in a 'community of practice' is often proposed as a mechanism for clinical learning; however, the use of both terms is variable - ranging from technical to vernacular. Belongingness is a related single concept and development of a tool that measures belongingness may therefore be useful in adding to our understanding of when participation and hence learning takes place in clinical settings.
After identifying relevant material from the literature, a draft belongingness assessment tool was developed, based on previously published work. This was piloted on 181 undergraduate medical students and the results subjected to factor analysis. The final version was then used to identify whether differences exist between two different clinical teaching environments.
Our belongingness assessment tool had internal and external validity, with Cronbach's alpha = 0.940, and detected statistically significant differences between primary and secondary care teaching environments.
The belongingness scale described in this paper is a valid tool for the study of undergraduate medical students. This has the potential to investigate how variation in student experiences of participation in communities of practice influences learning. This tool revealed significant differences in student belongingness between primary and secondary care learning environments.
“参与”“实践共同体”通常被认为是临床学习的一种机制；然而，这两个术语的使用是可变的——从技术术语到白话。归属感是一个相关的单一概念，开发一种衡量归属感的工具可能有助于我们了解何时在临床环境中发生参与以及因此发生学习。
在从文献中确定相关材料后，根据先前发表的工作，制定了归属感评估工具草案。该草案在 181 名本科医学生中进行了试点，并对结果进行了因子分析。然后使用最终版本来确定两种不同临床教学环境之间是否存在差异。
我们的归属感评估工具具有内部和外部有效性，克朗巴赫α系数为 0.940，并检测到初级保健和二级保健教学环境之间存在统计学上的显著差异。
本文所述的归属感量表是研究本科医学生的有效工具。这有可能调查参与实践共同体的学生体验的变化如何影响学习。该工具揭示了初级保健和二级保健学习环境中学生归属感的显著差异。
