Validating Learning Organization in the Medical Profession: A Preliminary Analysis

Rana Zeeshan Mubarak, Marinah Awang, Naveed R. Khan, Sadia Mubarak

Abstract


This study investigates the underlying pattern of learning organisation practices among medical doctors using Learning Organization Survey (LOS) designed by Garvin, Edmondson and Gino (2008). The instrument was modified to adapt to settings in clinical care. A preliminary data of 150 medical doctors were used for reliability and exploratory factor analysis (EFA). Cronbach’s alpha indicated an excellent reliability score. The outcome of EFA was a seven-factor solution. While some subscales converged to new factors, the three building blocks of a learning organisation successfully retained the original items. The outcomes reveal that LOS in the context of medical vocation is reliable and valid at an initial stage. The three building blocks of a learning organisation as specified by Garvin et al. (2008) can, therefore, be instrumental in fostering continuous learning in medical vocation. The conception of the learning organisation, albeit important for continuous development of human resources for health in the 21st century, was not well researched in medical vocation. The present study, in this context, is an initial analysis that suggests grounds for future research. The findings call for further enquiries with an expanded sampling framework as well as further validation on LOS using confirmatory factor analysis.


Keywords


Learning Organisation; Exploratory factor Analysis; Medical Vocation

Full Text:

PDF

References


Armstrong, A. & Foley, P. (2003). Foundations for a learning organisation: organisation learning mechanisms. The Learning Organization, 10(2), 4 – 82.

Calhoun, J., & Douglas, A. (2019). An analysis of hospitality and tourism research: Learning organisation's (LO) influence on sustainability practices. In Sustainable Tourism: Breakthroughs in Research and Practice (pp. 23-47). IGI Global.

Cox, B., Calder, M. and Fien, J. (2010). Experiential learning. Teaching and learning for a sustainable future. A multimedia teacher education programme. Retrieved from http://www.unesco.org/education/tlsf/mods/theme_d/mod20. HTML.

Davies, H. T. & Nutley, S. M. (2000). Developing learning organisations in the new NHS. British Medical Journal, 320 (7240), 998-1001.

De Villiers, W. A. (2008). The learning organisation: validating a measuring instrument. Journal of Applied Business Research, 24(4), 11-22.

Erkutlu, H. & Chafra, J. (2015). The mediating roles of psychological safety and employee voice on the relationship between conflict management styles and organisational identification. American Journal of Business, 30(1), 72-91.

Erkutlu, H., & Chafra, J. (2019). Leader psychopathy and organisational deviance. International Journal of Workplace Health Management.

Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135, 138-159.

Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta‐analytic review and extension. Personnel Psychology, 70(1), 113-165.

Garvin, D. A. (1993). Building a learning organisation. Harvard Business Review, 71(4), 78-91.

Garvin, D., Edmondson, A. C. & Gino, F. (2008). Is Yours a Learning Organization. Harvard Business Review, 86(3),109-116.

Habing, B. (2003). Exploratory Factor Analysis. Retrieved from http://www.stat.sc.edu/~habing/courses/530EFA.pdf

Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Pearson Prentice Hall, New Jersey.

Hirsch, W. (2018). Five questions about psychological safety answered. Retrieved from https://scienceforwork.com/blog/psychological-safety/.

Hsu, S. W., & Lamb, P. (2020). Still in search of a learning organisation? Towards a radical account of The Fifth Discipline. The Learning Organization.

Ionuþ-Cosmin, B. (2009). The role of the learning organisation in the knowledge management process. Revista Tinerilor Economisti. 1(10), 95-104.

Karim, S. I., Irfan, F., Qureshi, R., Naeem, N. & Alfaris, E. A. M. (2013). Evaluation of Continuing professional development program for Family Physicians. Pakistan journal of medical sciences, 29(2), 458-463.

King, E., Turpin, M., Green, W., & Schull, D. (2019). Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts. Advances in Health Sciences Education, 24(4), 691-706.

Luconi, F., Boillat, M., Mak, S., Chartrand, D., Korah, N., Daly, M., & Gutberg, J. (2019). Patient Safety and Quality of Care are Everybody's Business: Evaluating the Impact of a Continuing Professional Development Program beyond Satisfaction. MedEdPublish, 8.

Lyons, K., McLaughlin, J. E., Khanova, J., & Roth, M. T. (2017). Cognitive apprenticeship in health sciences education: a qualitative review. Advances in Health Sciences Education, 22(3), 723-739.

Mervyn, K., Amoo, N., & Malby, R. (2019). Challenges and insights in inter-organisational collaborative healthcare networks. International Journal of Organizational Analysis.

Mohebbifar, R., Hashemi, H. J., Rajaee, R., Najafi, M. & Etedal, M. G. (2015). Learning Organization Profile of Educational Hospitals in Iran: Practice of Organizational Interlocking Systems. Global Journal of Health Science, 7(5), 51-58.

Mubarak, R. Z., Awang, M., & Yusof, R. (2017). A synergistic model for developing a committed workforce in dynamic organisations. Management Research Journal, 6, 50-58.

Nembhard, I.M. & Edmondson, A.C. (2006). Making it safe: the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27(7), 941-966.

Pakistan: Practices, Motivation and Barriers. Paper presented at AARE Annual Conference, Fremantle. Retrieved from http://www.aare.edu.au/07pap/sid07623.pdf.

Pimmer, C., Pachler, N., Nierle, J., & Genewein, U. (2012). Learning through Inter-and Intradisciplinary Problem Solving: Using Cognitive Apprenticeship to Analyse Doctor-to Doctor Consultation. Advances In Health Sciences Education, 17(5), 759-778.

Reader, T.W., Flin, R., & Cuthbertson, B.H. (2007). Communication skills and error in the intensive care unit. Current Opinion in Critical Care, 13 (6), 732-736.

Rooden S. V. (2008). Forget building trust, focus on psychological safety. Retrieved from https://www.entrepreneurability.nl/2018/06/25/forget-building-trust-focus-on-psychological-safety/.

Sand, J. N., Bowers, P.L., Wing, T.J & Kendrick, L. (2014). Experiential Learning and Clinical Education. Academic Exchange Quarterly, 18(4), 43-48.

Sekaran, U. (2003), Research methods for business: A skill approach, John Willey and Sons, New Jersey.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organisation, Random House, New York.

Serinkan, C., Kiziloglu, M., Volkan, A. & Pınar, E. (2014). Organisational learning capacity in cargo industry. Procedia-Social and Behavioral Sciences, 116, 4005- 4009.

Sessa, V. I. & London, M. (2015). Continuous learning in organisations: Individual, group, and organisational perspectives. Psychology Press. New York.

Siddiqui, Z. S. (2007). Continuous Professional Development of Medical Doctors in Sreeja, K., & Hemalatha, K. G. (2017). A Review on models of Learning Organization. Asian Journal of Management, 8(1), 112-116.

Xianting, Y. and Fungfai, N. G. (2010). Learning organisation and mentoring practice: an empirical investigation. Paper presented in ERES International Conference, Milan.




DOI: http://dx.doi.org/10.22555/ijelcs.v5i1.2725

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 International Journal of Experiential Learning & Case Studies

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.