Medical Teacher

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Twelve tips for implementing a community of

practice for faculty development

Marco Antonio de Carvalho-Filho, René A. Tio & Yvonne Steinert

To cite this article: Marco Antonio de Carvalho-Filho, René A. Tio & Yvonne Steinert (2019):
Twelve tips for implementing a community of practice for faculty development, Medical Teacher,
DOI: 10.1080/0142159X.2018.1552782

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MEDICAL TEACHER
[Link]

TWELVE TIPS

Twelve tips for implementing a community of practice for faculty development

Marco Antonio de Carvalho-Filhoa,b , Ren
e A. Tioc,d and Yvonne Steinerte
a
Emergency Medicine Department School of Medical Sciences, University of Campinas, S~ao Paulo, Brazil; bFaculty Development Task
Group - Center for Education Development and Research in Health Professions, University Medical Center Groningen, Groningen, The
Netherlands; cDepartment of Cardiology, Catharina Hospital, Eindhoven, the Netherlands; dDepartment of Educational Development and
Research in the Faculty of Health Medicine and Life Sciences, Maastricht University, The Netherlands; eCentre for Medical Education,
Faculty of Medicine, McGill University, Montreal, Canada

ABSTRACT
Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education.
Although medical education research provides new insights into curricular development, learners’ engagement, assessment
methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize
their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach
for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the
context of a specific practice toward the development of expertise. CoPs’ collaborative nature, based on the co-creation of
practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education
and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty
development. The tips were based on a comprehensive literature review and the authors’ experiences.

Introduction best practices, developing professional skills, and recruiting

and retaining talent (Wenger and Snyder 2000).
Faculty development programs are critical in facilitating the
The concept of CoPs can also be applied to medical
implementation of best practices in health professions edu-
education in general (Cruess et al. 2018), and to faculty
cation (Steinert et al. 2016). At the same time, healthcare
development in particular (Steinert 2010), with several
systems demand professionals capable of dealing with an
potential benefits. First, CoPs are grounded in the reality of
increasingly complex professional environment, while com- practice, allowing its members to cooperate on solving
mitted to ethical and moral values. These modern profes- relevant problems (Wenger et al. 2002). Second, a CoP
sionals need to become lifelong learners and cultivate framework acknowledges the importance of connecting
leadership characteristics that enable them to build effi- people through formal and informal interactions while
cient and equitable health care systems that society needs developing a shared identity committed to improving
(Frenk et al. 2010). Education in health professions essen- teaching and learning (Steinert 2010). Finally, by acknowl-
tially depends on role-modeling, and it would be impos- edging that learning is a social enterprise based on know-
sible to improve healthcare without heavily investing in ledge-sharing and mentorship relationships, a CoP
faculty development strategies (Branch et al. 2014; Passi framework can support individuals who are motivated to
and Johnson 2016). Paraphrasing Gandhi, faculty members move faculty development further and change the culture
should be the change we want to see in health care. towards evidence-informed educational practice. (Steinert
How do we accomplish this ambitious goal in a world in 2010). Summarizing, CoPs can be sustainable communities
which health professions education is expanding to various with tailored activities, both formal and informal, that can
healthcare facilities, not always directly connected to a uni- reflect the reality of daily practice and go beyond the trad-
versity or a medical education unit? The concept of itional approaches of faculty development based on time-
Communities of Practice (CoP) matured in the business limited training, courses, or workshops (Steinert 2010).
world and was based on the understanding that learning is Originally, CoPs were described as developing spontan-
a social enterprise (Wenger 1996). Defined as “a persistent, eously from groups with a shared practice and a common
sustaining social network of individuals who share and professional identity (Wenger 1998). Gradually, however,
develop an overlapping knowledge base, set of beliefs, val- different organizations embraced the concept and inten-
ues, history and experiences focused on a common prac- tionally fostered the creation of CoPs as a strategy for
tice and/or enterprise” (Barab et al. 2002), this concept has knowledge management (Li et al. 2009). Considering the
been applied as the primary strategy for knowledge man- context of faculty development, spontaneously developed
agement in different settings with great success (Scarso CoPs can be an important component of knowledge shar-
et al. 2009). In general, CoPs prove their value by guiding ing and management, and medical schools can take advan-
the innovative process of creating or reformulating practi- tage of their existence (Reilly et al. 2012; Abigail 2016;
ces, solving critical problems, facilitating the transfer of Cruess et al. 2018). We can find such spontaneous CoPs in

CONTACT Marco Antonio de Carvalho Filho macarvalhofilho@[Link]; macarval@[Link]; [Link]@[Link] Internal

Medicine Department, School of Medical Sciences, University of Campinas, Rua Tess
alia Vieira de Camargo, 126. Cidade Universit
aria Zeferino Vaz, Campinas,
SP, CEP 13083-887, Brasil.
ß 2019 Informa UK Limited, trading as Taylor & Francis Group
2 M. A. DE CARVALHO-FILHO ET AL.

different settings: among dedicated physicians in a clinical expertise (Probst and Borzillo 2008). The organizational lit-
skills center or simulation lab devoted to enhancing teach- erature describes many examples that illustrate how to cul-
ing methods; among basic scientists sharing and creating tivate and sustain a spontaneous CoP (Wenger et al. 2002);
new approaches to large group lectures; among medical however, little is known about the necessary steps to
educators collaborating with doctors to improve assess- achieve success when CoPs are intentionally created.
ment in the workplace; or among scholars in medical edu- Undoubtedly, the first step is to gather a core group of
cation interacting to ameliorate their research practices. pioneers who will assure a welcoming atmosphere to pave
However, when CoPs are not spontaneously generated, the way for creativity and innovation. They should also be
medical schools can adopt specific strategies to stimulate passionate, for learning in general and for medical educa-
and nurture their creation, eventually as a key approach for tion in particular.
faculty development (Scarso et al. 2009; Chen et al. 2017). However, passion is not enough. The pioneers should
In this 12 tips article, we intend to focus on strategies be respected as leaders in medical education and strive to
to facilitate and stimulate the formation of CoPs devoted create a safe environment that invites cooperation for
to faculty development. The tips can also be useful for the knowledge sharing and creation (Preece 2004; Roberts
optimization of spontaneous groups already formed and 2006). They also need to nurture a collaborative atmos-
involved in some faculty development initiatives. Our phere, stimulating members to seek opportunities to help
objective is to build on the principles proposed by Wenger each other and to bring questions and problems to the
et al. (2002) and share practical strategies that can support group, without the fear of feeling embarrassed when shar-
and guide the nurture of such communities. The original ing difficulties or lack of knowledge (Preece 2004; Usoro
et al. 2007). As one of Wenger’s principles suggests, CoPs
principles proposed by Wenger et al. (2002) include the fol-
should be designed for evolution (Wenger et al. 2002). To
lowing: (1) design for evolution; (2) open a dialog between
facilitate such evolution, these first members should act as
inside and outside perspectives; (3) invite different levels of
role models, be open-minded, be capable of incorporating
participation; (4) develop both public and private commu-
new ideas and members, and acknowledge the importance
nity spaces; (4) focus on value; (5) combine familiarity and
of creativity and communication (Probst and Borzillo 2008).
excitement; and (7) create a rhythm for the community.
CoP initiators should also be aware of the complexity of
Our 12 tips (outlined in Box 1) build on Wenger’s principles
faculty development and choose one element to start,
to fit the context of faculty development in health profes-
keeping the goals as clear and as practical as possible. At
sions education.
the beginning of such a process, it is essential to motivate
Our target audience is anyone keen to start a Faculty
and engage faculty members – and to address their per-
Development CoP, be it a vice-dean for education, a faculty
ceived needs (Molenaar et al. 2009; Srinivasan et al. 2011).
developer, a key educational leader, or a motivated There are different ways of performing teachers’ needs
teacher. The selected tips come from a synthesis of the assessments, ranging from formal quantitative or qualita-
available evidence from the scientific literature related to tive surveys to informal chats with key faculty members
CoPs as well as the authors’ experiences in developing and (Gibson and Campbell 2000; Milner et al. 2011). Whatever
evaluating CoPs in the context of faculty development. It the method, linking teachers’ needs to the faculty develop-
should also be noted that these tips are meant to serve ment CoP’s goal is the simplest way to assure its value and
more as a guide than as a set of rules to be followed attract new faculty members.
strictly; in fact, considering that CoPs fall within the spec-
trum of sociocultural theories, different institutional or
national cultures should be considered in developing and Tip 2
implementing CoPs. Articulate the goals and value of the CoP
In the field of faculty development, the CoP could start by
BOX 1. 12 Tips for Implementing a Community of Practice for
Faculty Development targeting an urgent problem shared by many faculty mem-
bers, for example, poorly crafted lectures, ineffective assess-
Tip 1 – Gather a core group to launch the process ment methods, low acceptance of feedback by students, or
Tip 2 – Articulate the goals and value of the CoP
Tip 3 – Start with a specific task or project – make it problem-oriented
insufficient accreditation processes. The Faculty develop-
Tip 4 – Keep the CoP open ment CoP can also target broader issues when specific
Tip 5 – Intentionally invite members with expertise (memory) and problems cannot be identified, such as best practices in
fresh ideas (innovation)
Tip 6 – Choose a facilitator – “primus inter pares”
teaching and learning; curricular design, innovation, imple-
Tip 7 – Make it worthwhile for members and the institution mentation, and evaluation; career development; and
Tip 8 – Work to ensure institutional support research in health professions education.
Tip 9 – Promote sustainability
Tip 10 – Communicate success
Faculty members organized as CoPs can build a shared
Tip 11 – Go online repertoire of practices, exchanging expertise and co-con-
Tip 12 – Evaluate the CoP structing new knowledge and solutions which may be
applied to different practical problems related to teaching
and learning (Steinert 2010). The formal and informal inter-
Tip 1 actions among members allow CoPs to thrive in situations
of insufficient or less-than-ideal institutional support.
Gather a core group to launch the process
Importantly, the foundation of a CoP framework recognizes
A successful CoP creates and shares knowledge in the con- learning as a process of becoming. The socialization around
text of a specific practice toward the development of a common goal associated with the mutual support inside
 MEDICAL TEACHER 3

the CoP creates a sense of belonging that culminates in a for aliveness, which demands constant dialog between the
shared identity and the translation of the generated know- internal and external worlds and should combines familiar-
ledge into meaningful practices (Wenger 2000; Krishnaveni ity with excitement (Wenger et al. 2002). Communicating
and Sujatha 2012). and discussing ideas and views with faculty members and
The ultimate goal of a faculty development CoP is to others outside the CoP may strengthen the CoP itself and
influence the institutional culture in a way that it will may also motivate outsiders to join.
embrace and support the improvement of educational CoP members should be aware that there are different
practices (Wenger et al. 2002; Probst and Borzillo 2008). ways of experiencing membership. Every CoP has its core
members, who participate more actively and engage in
most of the formal and informal activities (Wenger 2000;
Tip 3 Wenger et al. 2002). These core members are directly
Start with a specific task or project – make it responsible for creating and sustaining the identity of the
problem-oriented group. However, peripheral members are also important, as
they can function as bridges, connecting the faculty devel-
The practice domain is crucial to the development and opment CoP with other professional CoPs inside the institu-
functioning of a CoP (Probst and Borzillo 2008). tion (Borthick 2000). As an example, members of the
Collaborating on a solution to a specific problem is funda- university teaching academy may bring in new ideas about
mental to connecting the members. For example, members assessment from other faculties; alternatively, clinical teach-
gather to solve problems, applying and co-constructing ers can challenge the CoP with problems related to work-
new knowledge, which, in turn, is transformed into solu- place-based learning and assessment. These bridges are an
tions that can be stored and revisited in the future, as a essential source of ideas and problems to solve, all of
collective memory. This process is intrinsically rewarding which are fundamental to keeping a healthy academic
since it generates a feeling of competence and mutual environment (Wenger 2000).
understanding. The lack of a “problem to solve” can hinder
motivation and possibly demobilize the group.
The “problem to solve” can be selected by the core Tip 5
group or by educational leaders based on institutional
Intentionally invite members with expertise (memory)
needs. For instance, members of the CoP can identify the
and fresh ideas (innovation)
improvement of workplace-based assessment as the pri-
mary goal, but course directors may be more concerned Although the CoP should be open to any faculty member
with students’ reactions to feedback methods, and organ- interested in teaching and learning, the core group should
izational leaders may be more preoccupied with the trans- actively invite selected members for their expertise and
lation of best evidence to teaching practices. Negotiation influence. Bringing in people who have mastered different
around the task to be accomplished (as well as its goals aspects of medical education contributes to a CoP’s sus-
and targets) can help to strengthen the CoP’s creation tainability and credibility.
while generating responsibility and accountability. The CoP In addition to expertise, a CoP should also benefit from
should also balance autonomy with institutional alignment, fresh ideas. The hierarchy in health care organizations and
stressing the importance of communication and collabor- medical schools can function as a potential barrier to the
ation to find a common purpose. One way or another, the incorporation of new practices (Nembhard et al. 2009).
recommended solution (or solutions) should have an insti- Novice members are the best antidote to structures incap-
tutional impact. Otherwise, the CoP members will lose the able of adapting to the ever-evolving world of health pro-
meaning of their practice, which may culminate in discour- fession education. However, without support, new faculty
agement and disengagement. can freeze in the face of the difficulties of implementing
change. In this regard, faculty development CoPs have to
provide a collaborative atmosphere, in which new teachers,
Tip 4 with new methodologies, will be supported and encour-
Keep the CoP open aged in their attempts to improve teaching practices
(Wenger and Snyder 2000).
The CoP should be inclusive, and faculty members who
want to join must feel welcome to share ideas and ask for
help. The atmosphere should not be judgmental, and the Tip 6
team should address all the problems presented. A group
Choose a facilitator – “primus inter pares”
member’s value for fellow members is not only related to
“what a member knows” but to “what a member shares” There is no consensus in the CoP literature on the neces-
(Chow and Chan 2008; Wang and Noe 2010). The under- sity of a facilitator. However, in the particular context of an
standing of the potential of every individual is a fundamen- intentionally created CoP to foster faculty development,
tal element of educators, and the CoP should model this the authors consider it essential. Facilitators can actively
desired behavior within the group. Including newcomers improve relationships and connections, helping to build
helps to keep the door open to fresh ideas, which can trust and lending social capital to the group. Facilitators
enhance creativity, renew interactions, and foster new col- should also demonstrate educational and social compe-
laborations (Wenger 2000). tence and be effective communicators (Haynor 2002).
The openness of the CoP is also aligned with two of the Communication is not only critical to coordinate the activ-
principles introduced by Wenger: CoPs should be designed ities of the CoP, but also to share its results within the
4 M. A. DE CARVALHO-FILHO ET AL.

institutional community and to negotiating projects and growing complexity of the field. In the future, the transfer
goals with all stakeholders. Facilitators can bridge the CoP of knowledge from research in health professions educa-
with the overall organization. tion to learning practices will challenge universities and
Facilitators can also stimulate and organize the inter- teachers (van der Vleuten and Driessen 2014). Developing
action of the faculty development CoP with other profes- CoPs for faculty development offers a practical and poten-
sional CoPs inside the institution. In general, faculty tially cost-effective solution since CoP members will engage
development CoP members are also participants in differ- spontaneously in knowledge sharing and creation. Besides,
ent CoPs that sometimes have divergent institutional posi- CoPs can be malleable structures that can independently
tions or interests, which can be a source of distress or move the institutional agenda forward, as they can respond
conflict. A good facilitator recognizes the tension and pro- to specific organizational demands or even develop par-
vides relief through communication, tolerance, and under- ticular projects or areas of inquiry.
standing (Probst and Borzillo 2008). For instance, let us
consider the situation in which a faculty development CoP
decides to improve workplace-based assessments, and clini- Tip 8
cians are resisting the change, feeling overwhelmed by
Work to ensure institutional support
clinical duties. The facilitator should ask the members who
are also clinicians for strategic advice, allowing them to The institution should provide a budget, space, and tech-
share, contextualize, and, when suitable, advocate for their nical support to the faculty development CoP. A defined
peers’ concerns. budget is essential for planning the activities and assuring
Additionally, facilitators should develop strategies to institutional autonomy. The physical space provides a
mitigate hierarchy inside the CoP, assuring horizontal dia- venue for formal and informal interactions, both crucial for
log among active members, fostering collaboration over community development. Technical support is vital to
competition and co-creation over authorship (Roberts 2006; develop online strategies and assure effective
Pemberton et al. 2007). The democratic space of the CoP communication.
provides an excellent atmosphere for creativity, which is Whenever possible, members should have protected
fundamental for adapting research findings on health pro- time to devote to CoP activities. Getting updated in health
fessions education to the actual learning environment. professions education is as challenging as getting updated
in any clinical specialty. Therefore, CoP members need to
Tip 7 reserve time to read, understand, reflect on and apply new
knowledge to the problems and challenges faced by the
Make it worthwhile for members and the institution CoP. Developing expertise has a price that is worth paying
Becoming a member of a faculty development CoP should by the institution. As the majority of teachers work simul-
bring a sense of accomplishment and recognition (Lieff taneously in different communities, for instance, clinical
et al. 2012). Teachers must believe that belonging to the communities or basic science communities, institutions
CoP culminates in self-improvement and better qualifica- should value their activities related to faculty development;
tions. Notably, the CoP can optimize the personal fulfill- otherwise, faculty development CoP enterprises will lose
ment of its members, matching the individual preferences ground to clinical duties or research activities. If possible,
and competencies with the needs of the group and dele- the institution should formally reward departments and dis-
gating the right problems to the right people. Teachers ciplines who have members participating in such activities.
must also feel valued by the institution when dedicating This reward could be economic (e.g. an extra budget) or
time and putting effort into CoP activities. In the long run, political (e.g. assuring support for further development of
organizational leaders should assure that being an active innovation projects).
member of a CoP for faculty development will have a posi-
tive impact on teacher’s professional and academic careers.
Tip 9
CoPs can also become a “safe port” for educators.
Sailing academic waters means dealing with power rela- Promote sustainability
tionships, political interests, and hidden agendas. To con-
nect with people with shared understandings and mindsets The creation of a CoP (or multiple CoPs) devoted to faculty
can be revitalizing. Membership can create a sense of development is an opportunity to consolidate the culture
belonging while providing agency and empowerment, nur- of quality in teaching and learning. However, the sustain-
turing the identity of a faculty member (teacher or educa- ability of CoPs represents a challenge. CoPs are “answer
tor) or faculty developer. The CoP’s meetings could providers,” so there must be questions; this means that
function as a source of institutional and emotional support teachers who are providing the daily and regular learning
to members, reaffirming their commitment to teaching and experiences must see the CoP as a practical, trustworthy,
learning activities. Ideally, this will also lead to enhanced and available advisory board. In our opinion, when looked
motivation among faculty members, which will help the at from an angle of supply and demand, there will always
institution to develop further. be a demand, that is, a need amongst teachers (new and
Health professions education has become an active field old) to improve their teaching capacity and to further
(Albert et al. 2007) . Competency-based education, inter- develop themselves. Therefore, it is crucial that teachers
professional education and practice, workplace-based understand CoP activities as a way of addressing their rou-
assessment, multi-source feedback, simulation-based teach- tine problems, as a welcome help and not as a burden.
ing, and patient safety are a few examples of the ever- The best way to keep the questions coming is to make the
 MEDICAL TEACHER 5

CoP’s achievements public, formally and informally, within purpose of communicating the successes of the group to
the institution. the entire academic community, through private as well as
Action research practices can also offer a strategy to public community spaces (Wenger et al. 2002).
keep the CoP alive and its members motivated (Botelho
et al. 2010). Action research strategies rely on consecutive
cycles of problem-identification, planning, acting, observ-
Tip 12
ing, and reflecting. The cycles provide a rhythm for the Evaluate the CoP
community that fosters engagement by engendering the
feeling of continuous improvement, in accordance with Although there is an ongoing debate about the best strat-
one of Wenger’s principles. Also, the reflective nature of egy to evaluate a CoP, experts agree on the necessity of
each one of the cycles binds theory with practice, and con- regularly listening to members to identify areas for
ceptualization with implementation, while empowering improvement and understand the impact of CoP activities
CoP members as agents of change. The knowledge and on the institution as a whole (Wenger and Snyder 2000).
practices produced during each cycle often result in a More specific evaluations can rely on teachers’ satisfaction,
“commodity” that belongs to the group and its members career development of members, execution and implemen-
(Sandars et al. 2012). The consecutive cycles of improve- tation of innovation projects, students’ satisfaction, educa-
ment fuel the group and sustain the morale, both crucial tional outcomes, patients’ satisfaction, clinical outcomes,
elements to the sustainability of a social endeavor such as and so forth (Vescio et al. 2008; Molenaar et al. 2009;
faculty development CoPs. Engbers et al. 2013; Molenaar and Zanting 2015).
Noteworthy, it is essential that a transparent evaluation
process parallel any activity developed in the context of
Tip 10 the CoP, so that the institution and CoP members could
reflect on their own development, generating insights for
Communicate success
next steps (Verburg and Andriessen 2006; Power
The recognition of the CoP as a valuable organizational et al. 2018).
asset brings a direct and positive impact on the self-esteem If an action research framework is adopted (or partially
of members while advertising the CoPs’ qualities to attract adopted), CoP core members and facilitators can also keep
new members and opportunities. The communication of a record of the consecutive cycles of development together
the accomplishments can be through newsletters, work- with the projects that were devised and implemented. This
shops, or informal networks. Moreover, CoP members can memory can guide the development of parallel or subsid-
actively engage with different departments and disciplines iary CoPs, prevent the recurrence of mistakes, and offer
to get in touch with their questions and problems. The research data to develop best practices for faculty develop-
new educational experts must have access to the real ment CoPs (Botelho et al. 2010). Literature outside the
issues teachers are facing on a daily basis. This connection medical education field has already shown how implement-
of the CoP with the different academic departments inside ing CoPs for faculty development can change the reality of
the institution is an effective strategy to promote sustain- teaching practices (Botelho et al. 2010; Goodnough 2010).
ability, culture change, and the development of scholarship However, the ultimate evidence of a CoP’s success is a
in health professions education. cultural shift towards the consolidation of health profes-
sions education as a valuable and indispensable facet of
the institution. Cultural changes are always difficult to
Tip 11 measure, but evidence of change can be found in the
Go online number of teachers searching for a career pathway in edu-
cation, engagement of teachers in curricular innovations or
The online environment can reach people in different pla- reform, students’ evaluations of teaching activities, involve-
ces and contexts. CoPs can benefit from an online platform ment of clinical teachers in educational activities, and other
in several ways. Members can connect to each other when- parameters directly related to the CoPs’ initiatives.
ever they want to ask questions, share solutions or think Although CoPs have many advantages, they also have
together. Teachers can use the platform to pose new ques- limitations. Eventually, consolidated CoPs can become sta-
tions or problems and to share the impact or results of pre- tionary structures, with fixed norms and hierarchical rela-
vious activities. The online interactions can keep alive the tionships, resisting the changes that CoPs were supposed
conversations started in regular meetings, fostering the to guide. This organizational rigidity can create tension in
sense of belonging and mutual understanding. The online CoP members as they develop a new identity while going
environment can also increase a sense of familiarity by pro- from a peripheral to a central participation. Creating a new
viding opportunities for informal interactions (Ranieri et al. identity demands a process of negotiation between who
2012; De laat et al. 2014; Tseng and Kuo 2014; Macia and one is and who one wants to become, and this negotiation
Garc
ıa 2016). can be demotivating if CoP members are not allowed to
An ideal online platform can also store the answers keep the personal or professional characteristics they feel
according to their primary subjects, functioning as an proud of (Cruess et al. 2018). To mitigate this risk, CoPs’
online repository of solutions that can be applied to differ- members should create a safe environment to discuss
ent problems and contexts, optimizing time and efforts. openly the eventual frictions that can arise when new-
The institution can keep track of the developments accom- comers start. Newcomers offer the light that can guide
plished by the CoP through online reports and content CoPs’ eyes toward the way out of outdated practices and
(Cross et al. 2006). Finally, the online environment fits the meaningless norms. Thus, institutional leaders should
6 M. A. DE CARVALHO-FILHO ET AL.

stimulate new participants to join in faculty development Funding

CoPs, while facilitators are crucial to empower the new-
This work was supported by Conselho Nacional de Desenvolvimento
comers to speak up (Singh et al. 2012).
gico [202319/2017-2] and Fundaç~ao de Amparo a
Cient
ıfico e Tecnolo
Pesquisa do Estado de S~ao Paulo [2016/11908-1].

Conclusions ORCID
Health professions educators often feel isolated inside aca- Marco Antonio de Carvalho-Filho [Link]
7008-4092
demic institutions, powerless to fight for the changes they
believe necessary. CoPs are an efficient strategy to gather
faculty members committed to teaching and learning activ-
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