Shifts in the interpretation of health advocacy: a textual analysis.
Context Health advocacy is widely accepted as a key element of competency-based education. We examined shifts in the language and description of the role of the health advocate and what these reveal about its interpretation and enactment within the context of medical education. Methods We conducted...
| Publicado en: | Medical Education Vol. 48; no. 12; pp. 1235 - 1244 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103918627&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103918627 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Dec2014 vid: 48 iid: 12 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103918627 99567677 10.1111/medu.12584 NLM25413916 103918627 ppf: 1235 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Shifts in the interpretation of health advocacy: a textual analysis. aug: au: Hubinette, Maria Dobson, Sarah Towle, Angela Whitehead, Cynthia affil: Centre for Health Education Scholarship, Faculty of Medicine, University of British Columbia; Department of Family Practice, Faculty of Medicine, University of British Columbia sug: subj: Education, Medical Patient Advocacy Professional Competence Health Promotion Physician's Role Human Ontario Conceptual Framework Health Policy Schools, Medical Ontario Print Materials ab: Context Health advocacy is widely accepted as a key element of competency-based education. We examined shifts in the language and description of the role of the health advocate and what these reveal about its interpretation and enactment within the context of medical education. Methods We conducted a textual analysis of three key documents that provide sequential depictions of the role of the health advocate in medical education frameworks: Educating Future Physicians for Ontario (1993), Can MEDS 2000 and Can MEDS 2005. We used a series of questions to examine shifts in the emphasis, focus and application of the role between documents. Theoretically, we drew upon Carlisle's conceptual framework to identify different approaches to advocacy. Results We identified three major shifts in the language associated with the role of health advocate across our textual documents. Firstly, activities and behaviours that were initially positioned as being the responsibility of the profession as a whole came to be described instead as competencies required of every physician. Secondly, the initial focus on health advocacy as representing collective action towards public policy and systems-level change was altered to a primary focus on individual patients and doctors. Thirdly, we observed a progression away from descriptions of concrete actions and behaviours. Conclusions This study uncovers shifts in the language of physician advocacy that affect the discourse of health advocacy and expectations placed on physicians and trainees. Being explicit about expectations of the medical profession and individual practitioners may require renewed examination of societal needs. Although this study uses the Can MEDS role of Health Advocate as a specific example, it has implications for the conceptualisation of health advocacy in medicine and medical education globally. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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