Medical education faces a new and singular challenge, and it is mandatory to reform its curriculum. Nowadays, there is a worldwide consensus that we have to educate medical professionals with great capacity to reflect, committed to their patients and to the Health System. These physicians need leadership skills to allow them to be the protagonists in quality assurance, patient safety and in the transformation of the local reality, while in close contact with the global reality of medical practice. Faculty development can professionalize teaching whilst offering a conceptual framework, which can bring faculty members together, united around self-development, work improvement and institutional growth. The concept of Communities of Practice is potentially important as a conceptual framework to qualify the process of learning in the real scenario of practice, where role modelling and mentoring, professional identity cultivation, real problems and team work are so fundamental. Although there is theoretical advantage, there is also lack of scientific evidence of it.The aims of this work are: 1 - To create a Community of Practice to foster Faculty Development in the University of Groningen; 2 - To develop quantitative and qualitative methods to evaluate the impact of the creation of this Community of Practice on teaching skills and performance; 3 - To evaluate the impact on the students' and teachers' motivation, students' and teachers' performances and on the process of transferring the new knowledge, skills and behaviors to the real scenario of practice; 4 - To compare the impact of different working strategies (formal x informal, onsite X online).This experience could guide the creation of a similar Community of Practice for faculty development in the University of Campinas and hopefully in other institutions in Brazil, allowing the organization of multi-centric research on this issue.
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