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Educating for advocacy: exploring the source and substance of community-responsive physicians
Ivy F Oandasan1, Keegan K Barker
1Family Health Centre, University Health Network--Toronto Western Hospital, Ontario, Canada. i.oandasan@utoronto.ca
Purpose:
Physicians are called to be community responsive. But with few existing operational definitions, how can it be taught? The nature, inclination, and impact of community-responsive physicians were studied to address this educational fissure.
Method:
Case studies on eight community-responsive physicians were conducted. Data were qualitatively analyzed using NVivo software.
Results:
One way physicians were community responsive was through advocacy. Three themes arose: (1) having knowledge of difference, social determinants of health, and the power and privilege of physicians; (2) being influenced by role models and exposure to marginalized groups; and (3) motivation to do the right thing, give back, make a difference, and be intellectually challenged.
Conclusions:
Educational strategies to advance the teaching of physicians to be community-responsive advocates are highlighted.
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