Core-periphery assessment of collaboration for knowledge building and translation in continuing medical education

Lelia Rachel Lax (PhD), Don Philip (PhD), Anita Singh (MD, CCFP), Hyon Kim (MD, CCFP), Paolo Mazzotta (MD, CCFP)


Collaborative assessments have potential to support sociocognitive interactions
that foster a shift from traditional educational models toward collective
knowledge innovation networks. This study illuminates relationships between
pre/posttest assessment and social network core-periphery analytics, verifi
ed by content analysis, and demonstrates changes in positions/roles and
the co-creation of ideas for translation to practice. Core-periphery analytics
extends Freeman’s concept of centralization to shared leadership and is wellaligned
with Knowledge Building theory. Family physicians in the End-of-
Life Care Distance Education Program, a 5-month, online continuing medical
education course, participated in this study. Core-periphery analysis
of Knowledge Forum® build-on measures were correlated with individual
pre/posttests results to provide structural visualizations of collaboration,
across 5 modules. In both groups, participants with strong prior knowledge and pre/posttest gains shared core position/leadership roles with the facilitator. Thematic analysis of discourse identifi ed numerous emergent ideas and Knowledge Building trajectories, beyond module objectives – evidence of participant metadesign. This study provides a model of new possibilities for collaborative assessment and educational design to facilitate a shift from learning, as an exclusively individual enterprise with external assessment, to the creation of a community with participants assuming agency for the emergence of relevant issues and authentic, meaningful problems, scaffolded by transformative assessments – integral to Knowledge Building and creation.

Parole chiave

collaboration, assessment, knowledge building, core-periphery analysis, continuing medical education

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