A community of practice in dental education: A phenomenon of newcomers becoming oldtimers.

Abstract

Community of practice (CoP) members develop cooperative learning history with shared cases, techniques, and concepts. A2020study was designed to exploreparticipants' perceptions toward learning in the dental education CoP. The Institutional Review Board exempted (AZ #1355)study involved an incidental population of third- and fourth-year dental students(N=285)and resulted in a43.5%response rate.TheonlineCommunity of Practice Assessment Scale, consisted of Likert-style, check box items, and one open-ended question. Survey responses were categorized asStrongly Agree(1), Agree(2), No opinion(3), Disagree(4),andStrongly Disagree(5).Univariate analyses anddescriptive statistics were used to analyzestudyvariables(domain,community, andpractice). Overall the learning domain is most strongly perceived by participants with mean scores ranging from 1.59 to 1.61. Responses assessing practices within the CoP had mean scores ranging from 1.72 to 1.90. Similarly, responses assessing the community ranged from 1.65 to 1.81. "Builds Knowledge and Shared Learning" was the characteristic participants most strongly agreed as beneficial with a 1.58 mean score. Participants agree that the CoP "Captures and Stores Tacit and Explicit Knowledge" with a mean score of 1.90. There was a 25.6% response rate to the open-ended question. Two themes evolved: the need for calibration and more shared learning. Based onstudyresults, participants strongly agreed or agreed in opinions about CoP learning resources (faculty, staff, technology, and other students) benefitting their learning. The CoPprovidesan optimal environment for preparing competent new dental professionals.