Theoretically speaking: use of a communities of practice framework to describe and evaluate interprofessional education

Abstract

This article uses Wenger's () theory of communities of practice, and in particular his learning design framework, to describe and evaluate the pedagogy of one interprofessional continuing professional development (CPD) programme for health, education and social care professionals. The article presents findings from 27 post-intervention interviews conducted 12 months after the CPD. Key pedagogic features of small group working, action planning, facilitation, continued independent learning and ‘safe’ learning environment were found to provide facilities for ‘engagement’, ‘imagination’ and ‘alignment’ (Wenger, ), with the use of task-focused small group work particularly appreciated by participants. Problems of falling attendance and marginalisation are discussed using Wenger's concept of ‘identification/negotiability’. It is suggested that careful selection of delegates and provision of sufficient organisational support may mitigate such problems.

Keywords:

• Interprofessional education
• communities of practice
• pedagogy
• theory
• evaluation

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.