A O TJ
How do Communities of Practice in OT Promote Social Learning and Connectivity? Dr Carolyn Murray, Editorial Board Member, Australian Occupational Therapy Journal
C
ommunity connections within occupational therapy exist at local, state and national levels. These connections develop within, and transcend, individual practice areas.
and quarterly reflective checkpoints with team leaders. This research documented the experiences of seven graduates, one team leader, and one departmental head within the community of practice.
Social learning theory explains the value of professional practice communities within different socio-political contexts. There is growing evidence that interprofessional interaction promotes learning and professional identity through connection with common values and beliefs.
The other two initiatives involved interactive learning opportunities for professional development. With funding grants, Hoffmann et al. (2011) developed online practice communities in Queensland to promote networking, collaboration, and support within different areas of interest. Discussion forums with trained moderators were used, and two focus groups informed the development of a survey that was sent to all Occupational Therapy Australia Queensland members (before national OTA was formed) to gather perspectives about the online media experience. There were 55 responses.
In keeping with the autumn Connections theme of Supporting our Communities, I searched publications in the Australian Occupational Therapy Journal from the past decade to explore the question, “How do communities of practice in occupational therapy promote social learning and connectivity in Australia?” This limited review identified three papers by Hoffmann et al. (2011), Turpin et al. (2020) and Wilding et al. (2012). The most recent publication, by Turpin et al. (2020), described an initiative for supporting graduate occupational therapists during their first year of practice in a metropolitan hospital in Queensland. The practice community included the graduates in an inter-professional team with clinical supervisors, team leaders, and departmental heads that provided structured learning within informal processes. This included a formal induction program, weekly onehour supervision meetings, monthly peer support, statewide education programs,
Wilding et al. (2012) arranged monthly teleconferences for academics and practitioners from across Australia to discuss occupation-based concepts and theory from one source, Townsend, E., & Polatajko, H. (2007). The 20 participants completed pre-reading for discussion at one of three teleconferences each month, moderated by three academics. Transcripts from the last teleconferences were published, and the three papers will now be combined to make recommendations on the structure and purpose of practice communities in fostering social learning and connectivity.
Social Learning and Connectivity
The communities of practice broadened perspectives that may not have been gained
otherwise due to limited supervision, support, or opportunities outside the workplace, or working in small teams or remote locations. The sharing and collaboration enhanced learning about clinical reasoning, occupational therapy theory and philosophy, occupational therapy roles, and occupation-based language. Participants reported greater confidence in their knowledge, new ways of thinking, reconnection with their passion and purpose for being occupational therapists, and enhanced skills in critical reflection.
Structure and Purpose of Practice Communities
Moderators or supervisors provided support, and modelled critical and reflective thinking, which helped participants apply the learning processes independently. The structure of the practice communities allowed content to be tailored to participant goals, needs, skills, and knowledge. Contributions reflected the diversity of experience, perspectives, and learning thresholds. Participants did not solely depend on facilitators, as they found greater clarity sharing experiences and drawing on the wisdom of peers (Hoffmann et al., 2011, p. 339). Cohesive groups formed, and participants started to prioritise their community of practice activities. Teleconferences (Wilding et al., 2012) were scheduled at three different times to increase opportunities for attendance, and while online discussion forums (Hoffmann et al., 2011) could be Continued next page CONNECTIONS AUTUMN 2021 15
