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首页> 外文期刊>Research and Development in Medical Education >Developing Communities of Practice Model to Enhance Knowledge and Improve Learning among Faculty Members (Case Study: Tabriz University of Medical Sciences)
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Developing Communities of Practice Model to Enhance Knowledge and Improve Learning among Faculty Members (Case Study: Tabriz University of Medical Sciences)

机译：发展实践模式社区，以提高教职员工的知识和学习水平（案例研究：大不里士医科大学）

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Background: Due to the importance of the teaching and learning process in medical sciences,it is necessary to provide an appropriate context to facilitate knowledge sharing. Communities of practice (CoPs) is one strategy for sharing explicit knowledge and learning among individuals.This research aimed to develop CoPs model at Tabriz University of Medical Sciences. Methods: This descriptive-survey research was conducted on 245 faculty members selected through a simple random sampling method at Tabriz University of Medical Sciences who had the rank of professor, associate professor and assistant professor in the 2017-2018 academic year. An exploratory factor analysis (EFA) was performed by analyzing main components that were verified by a confirmatory factor analysis (CFA). The reliability of components was calculated using Cronbacha??s alpha. Results: The CoPs model consists of six components including participatory leadership, goals/aims, boundary and size, interactions, formal structures, and informal structures. There was a significant relationship observed between all components. The strongest correlations were observed between the boundary-size and interactions (0.85), goals/aims and leadership(0.78), and informal structure and leadership (0.76). In examining the relationships between each component, the strongest correlation was found between CoPs and informal structure(0.88), participatory leadership (0.87), and interactions (0.85) and the weakest relationship was observed between formal structure and CoPs (0.61). Results of determining fit indices indicated validity of the CoPs model (??2/df =2.69, CFI= 0.92, IFI= 0.92, NFI= 0.88, RMSEA= 0.09). Conclusion: university managers using this model and strengthening the informal aspects of existing communities increase the possibility of faculty membersa?? interactions from different units and having them participate in decision making related to teaching and learning processes to take effective steps towards academic development of this university.
机译：背景：由于医学教学过程的重要性，因此有必要提供适当的环境以促进知识共享。实践社区（CoPs）是一种在个人之间共享明确的知识和学习的策略。本研究旨在开发大不里士医科大学的CoPs模型。方法：本描述性调查研究是针对大不里士医科大学通过简单随机抽样方法选出的245名教员进行的，这些教员在2017-2018学年担任教授，副教授和助理教授。探索性因素分析（EFA）通过分析经验证性因素分析（CFA）验证的主要成分进行。使用Cronbacha的α计算组件的可靠性。结果：CoPs模型包含六个部分，包括参与式领导，目标/目标，边界和规模，相互作用，正式结构和非正式结构。在所有组件之间观察到显着的关系。在边界大小和相互作用（0.85），目标/目标和领导力（0.78）以及非正式结构和领导力（0.76）之间观察到最强的相关性。在考察每个组成部分之间的关​​系时，发现CoP与非正式结构之间的相关性最强（0.88），参与式领导（0.87），相互作用（0.85），而正式结构与CoP之间的相关性最弱（0.61）。确定拟合指数的结果表明CoPs模型的有效性（Δε2 /df＝2.69，CFI＝0.92，IFI＝0.92，NFI＝0.88，RMSEA＝0.09）。结论：使用这种模式并加强现有社区非正式影响的大学管理者增加了教职员工的可能性。来自不同部门的互动，并让他们参与与教学和学习过程有关的决策，从而为迈向这所大学的学术发展采取有效步骤。

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