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Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria. http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625e http://creativecommons.org/licenses/by-nc-sa/3.0/ Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.

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M02 un07 p01Intan Jameel

Birds of a Feather? - Do Participants’ Hierarchical Positions activate Homoph...

Martin Rehm

Communities of Learning (CoL) are promoted to foster interpersonal knowledge transfer among participants of organizational training initiatives. Moreover, previous studies have posited that homophily can significantly affect the communication processes among participants that exhibit differing background characteristics. However, past research has largely neglected a particular background characteristic, namely hierarchical positions, which have been suggested to constitute a major obstacle for collaborative learning processes. By providing empirical evidence from 25 CoL of a global organization, where participants from different parts of an organization’s hierarchical ladder collaboratively enhanced their knowledge and skills, the current study addresses this shortcoming and investigates whether and to what extent the applicable CoL have been subject to homophily. Based on an underlying social network analysis, our results show no signs of homophily. Instead, we rather find an “externalness”, whereby participants particularly turned to colleagues from outside their own hierarchical position. By incorporating these findings into the design and implementation, organizers of future CoL can device learning activities and facilitation strategies that can further enhance participants’ learning experience and outcomes.

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