Basics of qualitative research: Grounded theory procedures and techniques

How to ... be a reflective practitioner.

Public Management Reform. A Comparative Analysis

Problem based learning is used in many medical schools in the United Kingdom and worldwide. This article describes this method of learning and teaching in small groups and explains why it has had an important impact on medical education.

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The group learning process: acquiring desirable learning skills

In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps.

#### Generic skills and attitudes

Group learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, teamwork, problem solving, independent responsibility for learning, sharing information, and respect for others. PBL can therefore be thought of as a small group teaching method that combines the acquisition of knowledge with the development of generic skills and attitudes. Presentation of clinical material as the stimulus for learning enables students to understand the relevance of underlying scientific knowledge and principles in clinical practice.

However, when PBL is introduced into a curriculum, several other issues for curriculum design and implementation need to be tackled. PBL is generally introduced in the context of a defined core curriculum and integration of basic and clinical sciences. It has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. PBL is often used to deliver core material in non-clinical parts of the …

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https://www.cc-seas.columbia.edu/sites/dsa/files/what_is_PBL.pdf

Problem based learning

More than a decade has passed since the publication of Christopher Hood's influential piece that codified the nature of the New Public Management (NPM) (Hood 1991). At that time it seemed likely, c...

The New Public Governance? 1

The importance of translating knowledge across occupational boundaries is frequently identified as a means of generating innovation and improving performance. The creation of the multidisciplinary team is an institutional response to enable such translation and synergy, yet few studies examine the processes of knowledge generation and translation in such teams. This article offers a case study that analyses these processes in decisions about the diagnosis and treatment of patients. Polanyi’s concept of tacit integration is used to reveal how meaning is developed and manifest in team decisions and to examine how the discursive resources embedded in tacit knowledge shape clinical practice. We highlight the foundations and dynamics that privilege the knowledge of some team members to be reconstituted as multidisciplinary group practice. Privileged knowledge then becomes embedded in the practices of the group. We conclude that the creation of a multidisciplinary structure may support rather than challenge exi...

Knowledge and practice in multidisciplinary teams: Struggle, accommodation and privilege

An attempt to provide a theoretical and practical analysis of the Health and Safety at Work Act of 1974 in the UK, and its central ideas of self-regulation and workforce involvement. The development and impact of the legislation and its practice in industry is examined.

Safety at work : the limits of self-regulation

Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. We examine the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy and achieving mastery, learning across CoPs in multidisciplinary contexts emphasizes key boundary processes to negotiate and broaden meaning. As such, multidisciplinary collaboration is not so much to learn from each others' talk, but to learn to talk in this new arena. We identify three practices which facilitate learning across CoPs: organizing discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.

https://papers.ssrn.com/sol3/Delivery.cfm/bjom_684.pdf?abstractid=1705729&mirid=3

Learning across Communities of Practice: An Examination of Multidisciplinary Work

The term New Public Management (NPM) is used internationally in academic,
governmental and organizational discussions, but it is rarely defined. In this
chapter it is defined in three ways. First, as a movement; that is a set of beliefs
or ideology from which actions followed in anticipation of particular consequences. It emerged in the 1980s among politicians and their advisers in
countries where governments, at national, regional or local level, had strong
traditions of directly organizing, providing and managing publicly funded, public
services. Second, as a subject for study and commentary by academics. Third, as
a set of practices that can be observed in recent public sector reform. This chapter
assesses New Public Management after two decades which have seen its
expansion and diversification in each of these three guises. Our aim is to reflect
on the developments in NPM in terms of what it means for commentators on,
and practitioners in, public services.

New Public Management : A discussion with special reference to UK health

Leadership in public policy making is challenging. There is tension in gaining commitment from competing stakeholder groups, in sustaining public engagement in technically complex areas and securing broad-based support. Our paper illuminates these challenges through a case study of health policy development in the UK. We go beyond individual roles and leader–follower exchange relationships to develop the concept of distributed leadership using a sociomaterial approach to reveal how and why leadership is distributed across sociomaterial practices which together (re)configure policy coalitions and context. In so doing we also show how legitimacy and trust are sociomaterially enacted and shape leadership in public policy.

Sandra Dawson

Papers

Knowledge and practice in multidisciplinary teams: Struggle, accommodation and privilege

Safety at work : the limits of self-regulation

Learning across Communities of Practice: An Examination of Multidisciplinary Work

New Public Management : A discussion with special reference to UK health

Distributed Leadership in Policy Formulation: A Sociomaterial Perspective: