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

Abstract

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.