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Family physician preceptors' conceptualizations of health advocacy: implications for medical education

Hubinette, Maria M., Ajjawi, Rola and Dharamsi, Shafik 2014, Family physician preceptors' conceptualizations of health advocacy: implications for medical education, Academic medicine, vol. 89, no. 11, pp. 1502-1509, doi: 10.1097/ACM.0000000000000479.

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Title Family physician preceptors' conceptualizations of health advocacy: implications for medical education
Author(s) Hubinette, Maria M.
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Dharamsi, Shafik
Journal name Academic medicine
Volume number 89
Issue number 11
Start page 1502
End page 1509
Total pages 8
Publisher Lippincott Williams & Wilkins
Place of publication Hagerstown, Md.
Publication date 2014-11
ISSN 1938-808X
Summary PURPOSE: Despite its official acceptance as an important physician responsibility, health advocacy remains difficult to define, teach, role model, and assess. The aim of the current study was to explore physicians' conceptions of health advocacy based on their experience with health-advocacy-related activities. METHOD: In 2012, the authors conducted 11 semistructured interviews with family physician clinical preceptors and analyzed the interviews in the tradition of phenomenography. RESULTS: The authors identified three distinct but related ways of understanding health advocacy: (1) Clinical: Health advocacy as support of individual patients in addressing health care needs related to the immediate clinical problem within the health care system, (2) Paraclinical: Health advocacy as support of individual patients in addressing needs that the physician preceptors viewed as peripheral yet parallel to both the health care system and the immediate clinical problem, and (3) Supraclinical: Health advocacy as population-based activities aimed at practice- and system-level changes that address the social determinants of health. CONCLUSIONS: The qualitatively different understandings of health advocacy shed light on why current approaches to defining, teaching, role modeling, and assessing health advocacy competencies in medical education appear idiosyncratic. The authors suggest the development of an inclusive and extensive conceptual framework that may allow the medical education community to imagine novel ways of understanding and engaging in health advocacy.
Language eng
DOI 10.1097/ACM.0000000000000479
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
111708 Health and Community Services
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, Lippincott Williams & Wilkins
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081251

Document type: Journal Article
Collection: Office of the Deputy Vice-Chancellor (Education)
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