Learning through collegial conversations - a qualitative study of physicians’ professional development

Introduction : Informal learning through interaction with colleagues is important in continuous professional development. Colleagues have the opportunity to function as resources for learning and they can facilitate or hinder change in practice. Empirical studies on learning between colleagues are however, scarce, and it remains unclear how and under what circumstances specialist physicians learn from peers. Methods : In this study we explore specialist physicians’ experiences of learning from colleagues. Semi-structured interviews were conducted with 22 specialists in general practice and psychiatry. Data was analysed thematically to identify different collegial interactions that led to what we conceptualise as learning conversations . A Landscapes of practice perspective was employed for examining the boundary objects – objects that facilitate transfer between communities of the landscape – that facilitate learning between colleagues. Results : Findings show a landscape of local, neighbouring, and distant collegial learning conversations, with boundary objects ranging from referrals to social media. Discussion : Collegial conversations within the Landscape of practice facilitates professional development among physicians.