Boundary Learning Environments in Landscapes of Practice.

In this issue of Medical Education, Hodson discusses 'Landscapes of Practice', a sociocultural theory of learning proposed by Wenger-Traynor and others (1). Landscapes of Practice is an extension of the frequently cited Communities of Practice theory, which describes learners traversing landscapes comprised of multiple communities of practice, crossing boundaries, acquiring knowledge, and developing professional identities. Hodson points to the imperative inherent in Landscapes of Practice: that learners spend time at community boundaries to enhance their own learning, and in turn, to enrich their communities. In this commentary, we consider how the boundary experiences of residents in clinical workplaces might shape learning and professional identity formation. This article is protected by copyright. All rights reserved.