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. Attached Files Name Description MIMEType Size Downloads Title Family physician preceptors' conceptualizations of health advocacy: implications for medical education Author(s) Hubinette, Maria M. 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) Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 09 Feb 2016, 11:20:04 EST Wed, 10 Feb 2016, 04:00:38 EST Mon, 15 Feb 2016, 08:04:25 EST Wed, 24 Feb 2016, 10:18:21 EST Wed, 24 Feb 2016, 14:20:39 EST Wed, 24 Feb 2016, 14:24:09 EST Filtered Full Citation counts:   Cited 8 times in TR Web of Science Cited 8 times in Scopus Search Google Scholar Access Statistics: 62 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Tue, 09 Feb 2016, 11:20:04 EST

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