Document Type
Article
Publication Date
7-1-2024
Publication Title
Cureus
Abstract
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.
First Page
e63605
PubMed ID
39087158
Volume
16
Issue
7
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Huntwork, Margaret P.; Myint, Myo T.; Simon, Emma; Desselle, Bonnie; and Creel, Amy M., "Perceptions of Communities of Practice and Sense of Belonging: Focus Groups of Academic Pediatric Faculty" (2024). School of Medicine Faculty Publications. 2936.
https://digitalscholar.lsuhsc.edu/som_facpubs/2936
10.7759/cureus.63605
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Community Health Commons, Health Services Administration Commons, Psychological Phenomena and Processes Commons