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Re-positioning faculty development as knowledge mobilization for health professions education

Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this ‘eye opener’ to build off this assertion to envision faculty development as an enterprise that provides a formal, r...

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Autores principales: Ng, Stella L., Baker, Lindsay R., Leslie, Karen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5542893/
https://www.ncbi.nlm.nih.gov/pubmed/28573502
http://dx.doi.org/10.1007/s40037-017-0362-0
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author Ng, Stella L.
Baker, Lindsay R.
Leslie, Karen
author_facet Ng, Stella L.
Baker, Lindsay R.
Leslie, Karen
author_sort Ng, Stella L.
collection PubMed
description Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this ‘eye opener’ to build off this assertion to envision faculty development as an enterprise that provides a formal, recognized space for the sharing of research and practical knowledge among health professions educators. Faculty development’s knowledge mobilizing strategies and outcomes, which draw upon varied sources of knowledge, make it a potentially effective knowledge mobilization vehicle. First, we explain our choice of the term knowledge mobilization over translation, in an attempt to resist the false dichotomy of ‘knowledge user’ and ‘knowledge creator’. Second, we leverage the documented strengths of faculty development against the documented critiques of knowledge mobilization in the hopes of avoiding some of the pitfalls that have befallen previous attempts at closing knowing-doing gaps. Through faculty development, faculty are indeed educated, in the traditional sense, to acquire new knowledge and skill, but they are also socialized to go on to form the systems and structures of their workplaces, as leaders and workers. Therefore, faculty development can not only mobilize knowledge, but also create knowledge mobilizers. Achieving this vision of faculty development as knowledge mobilization requires an acceptance of multiple sources of knowledge, including practice-based knowledge, and of multiple purposes for education and faculty development, including professional socialization.
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spelling pubmed-55428932017-08-17 Re-positioning faculty development as knowledge mobilization for health professions education Ng, Stella L. Baker, Lindsay R. Leslie, Karen Perspect Med Educ Eye-Opener Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this ‘eye opener’ to build off this assertion to envision faculty development as an enterprise that provides a formal, recognized space for the sharing of research and practical knowledge among health professions educators. Faculty development’s knowledge mobilizing strategies and outcomes, which draw upon varied sources of knowledge, make it a potentially effective knowledge mobilization vehicle. First, we explain our choice of the term knowledge mobilization over translation, in an attempt to resist the false dichotomy of ‘knowledge user’ and ‘knowledge creator’. Second, we leverage the documented strengths of faculty development against the documented critiques of knowledge mobilization in the hopes of avoiding some of the pitfalls that have befallen previous attempts at closing knowing-doing gaps. Through faculty development, faculty are indeed educated, in the traditional sense, to acquire new knowledge and skill, but they are also socialized to go on to form the systems and structures of their workplaces, as leaders and workers. Therefore, faculty development can not only mobilize knowledge, but also create knowledge mobilizers. Achieving this vision of faculty development as knowledge mobilization requires an acceptance of multiple sources of knowledge, including practice-based knowledge, and of multiple purposes for education and faculty development, including professional socialization. Bohn Stafleu van Loghum 2017-06-01 2017-08 /pmc/articles/PMC5542893/ /pubmed/28573502 http://dx.doi.org/10.1007/s40037-017-0362-0 Text en © The Author(s) 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Eye-Opener
Ng, Stella L.
Baker, Lindsay R.
Leslie, Karen
Re-positioning faculty development as knowledge mobilization for health professions education
title Re-positioning faculty development as knowledge mobilization for health professions education
title_full Re-positioning faculty development as knowledge mobilization for health professions education
title_fullStr Re-positioning faculty development as knowledge mobilization for health professions education
title_full_unstemmed Re-positioning faculty development as knowledge mobilization for health professions education
title_short Re-positioning faculty development as knowledge mobilization for health professions education
title_sort re-positioning faculty development as knowledge mobilization for health professions education
topic Eye-Opener
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5542893/
https://www.ncbi.nlm.nih.gov/pubmed/28573502
http://dx.doi.org/10.1007/s40037-017-0362-0
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