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Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?

Physicians must function as integral members of the complex social systems in which they work to support the health of their patients; competency-based education frameworks describe this function of physicians in terms of systems- based practice, advocacy, and collaboration. Yet education for these...

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Autores principales: Orsino, Angela, Ng, Stella
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Canadian Medical Education Journal 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6681929/
https://www.ncbi.nlm.nih.gov/pubmed/31388377
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author Orsino, Angela
Ng, Stella
author_facet Orsino, Angela
Ng, Stella
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description Physicians must function as integral members of the complex social systems in which they work to support the health of their patients; competency-based education frameworks describe this function of physicians in terms of systems- based practice, advocacy, and collaboration. Yet education for these social competencies continues to present challenges, perhaps because medical education has tended to focus less on social systems and more on traditional healthcare systems. In this paper, we use a clinical example from the discipline of Developmental Pediatrics, that of early identification of autism spectrum disorder (ASD), as an illustration of a socially complex zone of practice necessitating systems-based practice. We first explore this practice context through the framings of collective competence and activity theory to represent the complex practices and systems involved in identifying ASD. We then align these framings of the practice context and complexity with two bodies of education theory, adaptive expertise and reflective practice. We argue that these approaches to education will prepare learners to be more aware of and responsive to the dynamic needs of the complex and intersecting systems in which they will practice.
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spelling pubmed-66819292019-08-06 Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence? Orsino, Angela Ng, Stella Can Med Educ J Review Papers and Meta-Analyses Physicians must function as integral members of the complex social systems in which they work to support the health of their patients; competency-based education frameworks describe this function of physicians in terms of systems- based practice, advocacy, and collaboration. Yet education for these social competencies continues to present challenges, perhaps because medical education has tended to focus less on social systems and more on traditional healthcare systems. In this paper, we use a clinical example from the discipline of Developmental Pediatrics, that of early identification of autism spectrum disorder (ASD), as an illustration of a socially complex zone of practice necessitating systems-based practice. We first explore this practice context through the framings of collective competence and activity theory to represent the complex practices and systems involved in identifying ASD. We then align these framings of the practice context and complexity with two bodies of education theory, adaptive expertise and reflective practice. We argue that these approaches to education will prepare learners to be more aware of and responsive to the dynamic needs of the complex and intersecting systems in which they will practice. Canadian Medical Education Journal 2019-07-24 /pmc/articles/PMC6681929/ /pubmed/31388377 Text en © 2019 Orsino, Ng; licensee Synergies Partners http://creativecommons.org/licenses/by/2.0 This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Review Papers and Meta-Analyses
Orsino, Angela
Ng, Stella
Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title_full Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title_fullStr Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title_full_unstemmed Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title_short Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
title_sort can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
topic Review Papers and Meta-Analyses
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6681929/
https://www.ncbi.nlm.nih.gov/pubmed/31388377
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