实践社区认知与归属感：儿科学术教员焦点小组研究
Perceptions of Communities of Practice and Sense of Belonging: Focus Groups of Academic Pediatric Faculty.
作者信息
Huntwork Margaret P, Myint Myo T, Simon Emma, Desselle Bonnie, Creel Amy M
机构信息
Clinical Immunology, Allergy, and Rheumatology, Tulane University School of Medicine, New Orleans, USA.
Child and Adolescent Psychiatry, Tulane University School of Medicine, New Orleans, USA.
出版信息
Cureus. 2024 Jul 1;16(7):e63605. doi: 10.7759/cureus.63605. eCollection 2024 Jul.
BACKGROUND
Providing the opportunity for collaboration around a central purpose to improve skills and exchange knowledge, the Community of Practice model can be useful for faculty development. A sense of belonging enhances the engagement in communities. Yet, the barriers and contributors to academic medicine faculty's sense of belonging in communities are not as well explored.
METHODS
Through focus groups with 21 academic pediatric faculty conducted between January and March 2023, this qualitative study examined knowledge of Communities of Practice and the factors that affect sense of belonging and engagement. The authors iteratively coded transcripts to generate themes.
RESULTS
Community accessibility; opportunities for active engagement; working under a clear, shared purpose; and personal interactions enhanced faculty sense of belonging. Barriers to engagement included competing demands, process challenges, and uncertainty.
DISCUSSION
Study results suggest strategies for the promotion of faculty sense of belonging and engagement in Communities of Practice. Consideration of contributors to a sense of belonging may enhance efforts to design and improve engaging faculty development programs.
背景
实践社区模式围绕核心目标提供合作机会，以提升技能和交流知识，对教师发展可能有用。归属感能增强在社区中的参与度。然而，学术医学教师在社区中的归属感的障碍和影响因素尚未得到充分探讨。
方法
通过2023年1月至3月间与21名儿科学术教师进行的焦点小组访谈，这项定性研究考察了对实践社区的了解以及影响归属感和参与度的因素。作者对访谈记录进行反复编码以生成主题。
结果
社区的可达性；积极参与的机会；在明确的共同目标下工作；以及个人互动增强了教师的归属感。参与的障碍包括相互竞争的需求、过程挑战和不确定性。
讨论
研究结果提出了促进教师在实践社区中的归属感和参与度的策略。考虑影响归属感的因素可能会加强设计和改进有吸引力的教师发展项目的努力。
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