Building a community of practice in an extended curriculum: the intervention programme

Abstract

This chapter describes how the pedagogic approach underpinning the extended curriculum offering in a Health Sciences faculty attempts to offset the discomfort students often feel when they have to join this intervention. Their reflective enquiry is able to shed light on the extent to which the internal pedagogic model, which is built around the notion of supporting a community of practice, has been effective in mediating and supporting students’ transition to this extended curriculum programme.