Legitimate Peripheral Participation Research Articles

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

BackgroundMedical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students’ identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum.ObjectivesThe research aims to explore students’ perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment.MethodsThis study was conducted qualitatively by using focus groups method in order to explore students’ perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase.ResultThe focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation.ConclusionThis study attempted to identify the pre-clerkship students’ perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.

Newcomers Learning Religious Ritual

In this article, we explore the learning of newcomers in a religious community through a micro-sociological approach, making use of Jean Lave and Etienne Wenger’s (1991) notion of “legitimate peripheral participation” to conceptualize initial stages of inclusion and involvement in social practice. Our case study concerns Orthodox Christianity and is based on material gathered through fieldwork in a course targeting potential new members organized by a Finnish Orthodox parish. In the analysis, we inquire into how beginners learn skilful participation in Orthodox liturgical life, and specifically embodied ritual conduct. This learning takes place primarily through participation in real-life divine services. The article highlights challenges faced by beginners in acquiring the embodied repertoire of Orthodox ritual, including adapting to the artistic use of ritual gestures, and negotiating the meanings produced through them. Furthermore, it also illustrates how nuanced dynamics between newcomers and old-timers influence the learning process.

"Not my Priority:" Ethics and the Boundaries of Computer Science Identities in Undergraduate CS Education

Researchers in the CSCW community have long problematized the separation of social and ethical considerations from design work. Despite increasing attention to tech ethics and ethics education, however, computer scientists' sense of ethical responsibility remains of concern. This paper offers insights on how this boundary between tech and ethics is maintained and reinforced for students as they develop their identities as computer scientists. Drawing on interviews with eight undergraduate computer science (CS) students at McGill University, we explore the role that ethics play in the legitimate peripheral participation of students inside and outside their formal education. We found that while individual opinions on the importance of ethics varied, students agreed that ethics are not valued or rewarded in their education, extracurriculars, or future work prospects. We describe how placing ethics outside the boundary of computing acts as a form of occupational closure, excluding both important multidisciplinary work and marginalized bodies. We argue that in order to promote ethical practice in the design of CSCW systems, we must make it in the interest of future designers to learn socially grounded ethics. This requires that designers, researchers, and future employers actively reshape the boundaries of computing by asserting social and ethical considerations as values of computing and design.

Boundaries, barriers, or bridges? Unraveling the integration of doctoral students in the accounting academic community

ABSTRACT We aim to understand how the accounting academic community shapes and socializes doctoral students. From a critical-qualitative stance, the analyses found support in Étienne Wenger’s Social Learning Systems, focusing on the relationship between doctoral students’ socialization and the accounting academic community – understood as a Community of Practice (CoP). Our findings indicate that doctoral students, as Legitimate Peripheral Participants, do not become central members due to imposed communitarian limits. These limits work as an impediment to the relationship between the individual and the CoP. Some participants indicated a loss of meaning and episodes of epistemic violence that (re)produce community limits that define the ‘good accounting academic’, among other aspects, regarding boundaries and power dynamics. We contribute to expanding the discussion on Social Systems of Learning and CoPs by presenting empirical evidence of the barriers between CoPs and the professional socialization process.

Case study: adult learning and public health—a foundational training programme in field epidemiology with lessons and opportunities for collaboration

ABSTRACT This article explores the first field epidemiology training programme (FETP) through a case study to understand its approach to learning and education. Field epidemiologists deploy to outbreaks to investigate, control, and prevent future epidemics and pandemics. Since the 1950s, they have learned their trade through FETP. FETP arose at a paradigmatic crossroads, has endured for seventy years, and is now delivered in over ninety countries. COVID-19 has highlighted the urgency for re-thinking learning in the health sector, hence the analysis of this case can inform FETP, public health, and the adult education field. Inductive content analysis of this case using published accounts from the programme designer-leader and participants suggests the programme’s approach to learning reflected Knowles’s andragogical assumptions, Kolb’s experiential learning cycle, and Lave and Wenger’s legitimate peripheral participation in communities of practice. Alignment with such influential contributors to the field of adult learning clarifies the programme’s paradigm and explains its endurance. Now, given the lessons of COVID-19, critical learning approaches are needed to enable field epidemiologists to engage issues of culture and power as they investigate epidemics. Recent adult learning theories offer opportunities for adult educators to collaborate with public health programmes. COVID-19 urges that we do not hesitate.

Adaptation of Legitimate Peripheral Participation Theory for Use in Clinical Practice-A Reply from the Contributor

Adaptation of Legitimate Peripheral Participation Theory for Use in Clinical Practice-A Reply from the Contributor

Adaptation of the Legitimate Peripheral Participation Theory for Medical Training

Adaptation of the Legitimate Peripheral Participation Theory for Medical Training

Exploring the Sharing and Legitimacy of Experience-Based Knowledge of Living with Acquired Brain Injury in Two Practice Communities

Background. Involving people with acquired brain injury in service development has the potential to improve service and give experience-based knowledge legitimacy. The objective of this study was to explore experiences of sharing experience-based knowledge of living with acquired brain injury with others, with a particular focus on the conditions for sharing and learning, and the legitimacy of experience-based knowledge. Materials and Methods. Using a single case study design, the processes in two groups that were part of a Swedish supportive network for people with acquired brain injury were explored. One group consisted mainly of people with acquired brain injury who authored a blog and the other group consisted of healthcare staff who produced educational material with the involvement of a person with own experience of acquired brain injury. The data consisted of forty-one collective blogs, fifteen semistructured individual interviews, and ten observations from meetings. The data were analysed by utilizing the community of practice framework and the concepts of legitimate peripheral participation and epistemic injustice. Results. The findings showed that both groups developed learning processes with a focus on everyday rehabilitation as a joint enterprise. Mutual engagement developed from doing activities together and legitimacy in the groups came from engagement in these activities. In the education group, the ambition to involve people with own experience of acquired brain injury was never realized in practice. Hence, experience-based knowledge of living with acquired brain injury never got legitimacy in the group. Conclusions. We conclude that integrating experience-based knowledge from people with own experience of acquired brain injury demands careful and deliberate planning with specific consideration to existing power asymmetries between healthcare professionals and people with own experience. Mitigating epistemic injustice and gaining legitimacy for such knowledge require that people with experience of living with acquired brain injury are recognized as knowledge producers.

Communities of practice: A theoretical framework for undergraduate longitudinal placements.

There has been a global shift towards longitudinal placements in undergraduate medicine, which are believed to play an important role in supporting medical student learning and professional identity formation. A better understanding of how learning occurs on such placements is needed, and community of practice (CoP), a social learning theory, has been proposed to form their pedagogical foundations. However, empirical research exploring learning through CoPs on longitudinal placements is limited. Case study methodology triangulating data from interviews, written reflections and routine evaluations was undertaken to explore how second-year students on an undergraduate longitudinal General Practice placement participated within CoPs and the factors enabling this participation. Routine evaluation data were available for 57% (n239) of students and in-depth interviews were carried out with five students and three tutors across eight placements. Themes identified through inductive thematic analysis were (i) participation within CoPs, (ii) enablers of legitimate peripheral participation and (iii) socialising agents. Student legitimate peripheral participation was greatly facilitated by making contributions to patient care, a welcoming clinical environment, access to the informal spaces and repertoires of the practice and effective brokerage of educational activities by tutors. CoP is a theory that allows us to make tangible the somewhat abstract when deepening our understanding of how students learn on longitudinal placements. The extent to which students become legitimate peripheral participants varies, and this theoretical framework allows us to consider the factors that can enable such participation, with implications for how educators design curricula and placement infrastructure.

A57Simulated Practice as a Method to Promote Legitimate Peripheral Participation

Simulated sessions are widely used within medical education. Despite the potential benefits of simulated learning, it suffers from a narrow scope of practice; acute, emergency presentations and procedural skills. There is less research for its utility in sub-acute and chronic disease management. To develop expertise in medical practice, learners require sufficient foundational knowledge to facilitate more complex behaviours [1]. Within ward environments, lack of foundational knowledge in both ‘hard’ (knowledge) skills, and ‘soft’ (organizational) skills can limit learners’ potential for development. Considering legitimate peripheral participation theory, learners require ‘enculturing’ into an institution to develop ‘soft’ skills. Examples of ‘soft’ skills include understanding problem solving approaches, language, values and norms of the profession [2]. To design and assess the educational impact of simulated ward round teaching sessions on medical students in semi-acute settings, focussing on ‘enculturing’ skills. This was a prospective study. We created a ward round-based simulation session, with six simulated patient scenarios, designed for clinical placement level medical students. Ten students were included in the study. We utilized an induction exercise to familiarize students with medical documentation, a simulated ward round, and a consolidation exercise reviewing discharge paperwork and prescriptions. A simulated patient was present in each scenario, with a member of faculty facilitating. Simulated ward round entries, nursing handover queries and investigations were provided to students. Scenarios were 20 minutes; with objectives to produce ward round documentation and generate holistic clinical management decisions. Students participated in a ‘board round’, which served as a forum for station specific feedback. Enculturing values were assessed via a 40-point, knowledge based formative assessment, covering the main themes of the session: appropriate documentation, medical abbreviations, and clinical decision-making. Assessment was administered both pre- and post-session. Qualitative feedback of the session was obtained from learners to identify themes for further development. There was a significant improvement in knowledge following the session (see Results of pre- and post-intervention knowledge assessment Our results demonstrate an increased sense of empowerment in the study population. Simulated practice can be used effectively to enhance learning in sub-acute medical situations. Enculturing skills were particularly enhanced; promoting future learning through orientation within zones of legitimate peripheral participation. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

HIV in MOTION: a community of practice on physical rehabilitation for and by people living with HIV and their allies.

This paper describes the design, implementation, and evaluation of a community of practice (CoP), HIV in MOTION (HIM), to advance physical activity rehabilitation interventions with adults living with HIV, clinicians, researchers, and representatives from community-based organizations. We attracted a diverse audience of geographically dispersed people living with HIV, clinicians, exercise personnel, and trainees to eight HIM community of practice events that featured the clinical, research, and lived experience of people living with HIV. HIV in MOTION had (a) a domain related to physical rehabilitation, exercise, and social participation for people living with HIV; (b) a community of diverse individuals; and (c) a practice, that is, a series of sustained interactions online and offline, synchronous, and asynchronous. Our team included six diverse people living with HIV, two coordinators, and three academic researchers who planned, prepared, implemented, and evaluated each online session. To evaluate the HIV in MOTION CoP, we employed an evaluation framework composed of five criteria: Goals and Scope, Context and Structure, Process and Activities, Outcomes, and Impact. We collected quantitative and qualitative evaluative data using online evaluation, audiovisual archiving, and participant observations during the debriefing with all members of our team. We widened the Goals and Scope of the HIV in MOTION CoP to include the HIV narrative of lived experiences, including autopathography, and participant storytelling. In matters of Context and Structure, we received explicit satisfaction with our governance and leadership. Also, being flexible to fit online formats was a productive strategy that made the HIV in MOTION CoP sessions agile and amenable to audiovisual archiving. Our indicators of success in Process, Activities, and Outcomes included participant retention online, elicited verbal interventions and comments in the chat room, and a rate of three repeat visits online. The indicators of success of Impact were the presence of voluntary and unscripted autopathography, the patient storytelling and how it reportedly caused changes in the participants, and the "legitimate peripheral participation" of emerging research and clinical students. In conclusion, we recommend our form of CoP for mixing the knowledge of diverse persons in this area. However, we recommend considering budget and burnout as serious challenges to sustainability.

Labours of division: Legitimacy, membership and the performance of business knowledge

The idea(l) of ‘legitimate peripheral participation’ remains at the heart of debates over the nature and potential of communities of practice. Yet the question of how the legitimacy or otherwise of participation is actually established is seldom addressed. In this article, we focus on ‘legitimacy’ as figure instead of ground. We attend to the ‘displays of competence’, and their associated ‘labours of division’, by means of which ‘practitioners’ claim recognition and are made recognisable to each other as members, or non-members, of an ‘us’. We seek to understand how members come to recognise particular ‘doings’ and forms of knowledge as belonging (or not belonging) to a particular practice. How is the common ‘domain’ (communis) of practice settled (or un-settled) in the course of specific performances of membership? Empirically, the article draws upon a 2-year investigation of how community of practice boundaries and participation were negotiated in ‘UltraGlass Plc’, a multinational manufacturing company, and specifically of the failure of ‘community’ to cohere around practices.

Learning programming for mathematical investigations: an instrumental and community of practice approach

ABSTRACT In this article, we seek to understand how university students learn to use programming for mathematical investigations; our precise focus is on how the analysis of social elements in operational knowledge elucidates this learning. We propose a framework coordinating the instrumental approach and communities of practice (CoP) theory. We apply it in the context of project-based university courses (MICA courses), where the CoP of mathematicians using programming for their research is a reference. We investigate the schemes associated with the programming language and its environment developed by students along trajectories of legitimate peripheral participation. We focus on the scheme developed for the goal “validating the programmed mathematics.” Our results indicate that for the same goal, common rules-of-action are developed by students, but differences can appear concerning theorems-in-action. This study also suggests theoretical developments linked with the coordination of the instrumental approach and CoP theory.

Leveraging Learning Collectives: How Novice Outsiders Break into an Occupation

Existing research depicts occupational learning as predominantly happening through formal education, situated learning, or a combination of the two. How career switchers might develop occupational skills outside of these established learning pathways is understudied. This paper examines how novice outsiders break into a skilled occupation by looking at the case of aspiring software developers attending coding bootcamps. Drawing on 17 months of fieldwork in the San Francisco Bay area, I find that bootcamps did not resemble either schools or workplaces, the two institutions that facilitate occupational learning. Instead, bootcamps scaffolded learning collectives—groups composed of peers and near peers who learn collaboratively and purposefully to reach a shared goal. Within learning collectives, aspirants progressed from novice outsiders to hirable software developers, despite limited access to proximate experts to learn from or legitimate peripheral participation opportunities. Three scaffoldings facilitated learning at bootcamps. First, peer team structures turned what is normally a solitary activity—writing code—into a collaborative endeavor and facilitated peer-to-peer knowledge exchange. Second, near-peer role structures engaged recent graduates in teaching and mentorship relationships with novices so that aspirants could access knowledge quickly and easily. Third, bootcamps encouraged aspirants to self-learn by reaching out to the expertise of the broader occupational community. This third scaffolding prepared aspirants for learning beyond the bootcamp curriculum and socialized them for an occupation with high learning demands. The outcome of this process was that novices pursuing an alternative mode of occupational entry developed both occupational skills and new self-conceptions as software developers. Funding: This work was supported by a grant from Stanford Cyber Initiative.

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

Identity Construction and Negotiation of Classroom CoP Members in Global Englishes Course: A Higher Education Context in Thailand

This ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.

Do You Have Any ID? Exploring Opinions and Understanding of Year 4 MPharm Students on Professional Identity

ObjectiveTo investigate Year 4 Master of Pharmacy students’ understanding and sense of professional identity (PI) and explore the factors that positively and negatively impact PI formation in the undergraduate program. MethodsThree focus groups were conducted in January 2022 with 5–8 participants per group. Audio from the focus groups was recorded and recordings were transcribed verbatim. Reflexive thematic analysis was employed to construct themes and subthemes. ResultsFour themes, with associated subthemes, were generated. The themes were ‘Understanding PI’, ‘Experience of Master of Pharmacy degree’, ‘Interaction and comparison with others,’ and ‘Development of self’. ConclusionParticipant understanding of PI reflected the wider literature, including ambiguity as to what it means to a pharmacist in training. The lens of legitimate peripheral participation in a community of practice was used to reflect on curricular and educational approaches to support undergraduate PI formation. Participants expressed that patient-focused learning experiences and opportunities to participate in authentic professional activities alongside peers and more experienced members of the pharmacy community positively contribute to PI formation. This suggests that a sociocultural perspective where learning is viewed as legitimate peripheral participation in a community of practice provides a valid theoretical basis to underpin curriculum design.

At School: Second Career English Teachers’ Socialisation Experiences

The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs. For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational practices.

상황학습 이론 기반 국내 항공사 Z세대 신입승무원의 조직문화 적응 과정 질적연구

The aviation industry faces challenges due to COVID-19, low global growth, and fierce international competition. As the significance of human resources as a response strategy rises, it is time to focus on the roles of the Department of Aviation Service, which was established to cultivate competent aviation industry professionals. Thus, this study examined the job experiences of recent graduates of the Department of Aviation Services who joined an aviation company as Cabin Crew shortly after their graduation using the situational learning theory as a theoretical lens. The study was conducted over a ten-week period, from May 1, 2021, to June 26, 2021, using in-depth interviews to collect data. Four categories were identified as a result of the analysis: effort and sense of achievement towards a career roadmap, ontological transformation process in the organisation, conflict to acknowledge the existence of 'I' in a conflicting organisational culture, and formation of the corporate identity through membership acquisition. Theoretically, the existing theory was supported and expanded by approaching the contextual learning and meaning of Cabin Crew in the workplace via legitimate peripheral participation. On the basis of the practical implications posed by IT-literate generations, a course of action was developed to foster online mentor-mentee relationships, online group learning, and an improvement in the culture of hierarchical organisation. It entails giving feedback on work that is straightforward and easy to understand, as well as adhering strictly to the manual.

Learning to navigate the landscape of participation. On the initiation of students into practices of entrepreneurship (and) education

ABSTRACT Practicing entrepreneurship is important for entrepreneurial learning in institutionalized education. However, research is attentive to how this challenges conventional learning arrangements and requires teachers and students to change familiar ways of relating and participating. In this study, we investigate the landscape of participation in a case of experiential entrepreneurship education for non-business postgraduate students. Employing the notion of legitimate peripheral participation in communities of practice, we show how students are initiated into entrepreneurship education practice through three modes of participation: compliance, autonomy and authenticity. Even though these participatory modes make sense one by one, their accumulation created tension. Hereby, we illustrate the complex organization of entrepreneurship education as situated social practices. We theorize by employing a practice theory perspective to explore why tensions may be inherent to widely recognized ideals of best practice in experiential entrepreneurship education. This is in contrast to individual learner oriented explanations.