Clinicians’ informal acquisition of accounting literacy in UK clinical commissioning groups

Abstract

IMPACT This article offers practitioners important insights into the way clinicians can be engaged in the management of funds through situated learning in the workplace. Situated learning has the potential to foster accountability by engaging clinicians in meaningful and goal-driving activities and to stimulate the acquisition of accounting literacy informally. When clinicians work alongside accountants, learning takes place informally. A context needs to be created in which clinicians and accountants can work together to achieve common goals. This has been achieved in clinical commissioning groups (CCG) in the UK.