Situating integrative learning in medical education through a communities of practice lens

Both studies will be described in terms of domain, community, and practice. Within an interpretive constructivist paradigm, we asked the question, “Did situated learning in these CoPs enhance the integrative learning capacity of medical students, and if so, how?” Using the adapted CoP Learning Architecture (Wenger, 1998) as our learning analysis framework, themes from student reflections will be presented. We will also demonstrate that this adapted CoP Learning Architecture can be applied by other disciplines as an alignment map, between integrative capacity learning outcomes and design for learning in practice settings.