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Exploring power dynamics and their impact on intraprofessional learning
Natasja Looman1, Tamara van Woezik1, Dieneke van Asselt2
1Department of Primary and Community Care, Radboudumc, Nijmegen, The Netherlands.
Medical Education
|November 29, 2021
Summary
Power dynamics significantly impact intraprofessional learning between primary care and medical specialty residents. Equitable power distribution and open interactions foster fearless learning, crucial for effective collaboration in hospitals.
Area of Science:
- Medical Education
- Healthcare Management
- Sociology of Professions
Background:
- Intraprofessional collaboration (intraPC) is vital for residents.
- Hierarchical medical training environments present inherent power dynamics.
- The impact of power dynamics on intraPC learning remains under-explored.
Purpose of the Study:
- To explore power dynamics between primary care residents (PC residents) and medical specialty residents (MS residents).
- To investigate the impact of these power dynamics on intraPC learning during hospital placements.
Main Methods:
- Ethnographic research design.
- Analysis of observation transcripts and in-depth interviews.
- Utilized template analysis and discourse analysis within a critical theory paradigm.
Main Results:
- Five themes emerged: beliefs, power distribution, interaction style, subjection, and fearless learning.
- Beliefs about professional norms influenced power distribution and interactions.
- Equitable power distribution and open interactions promoted fearless intraPC learning, while inequity led to subjection.
Conclusions:
- Power dynamics critically influence intraPC learning among hospital residents.
- Equitable power distribution and open, supportive interactions foster fearless learning.
- Awareness of implicit beliefs and supportive policies are key to constructive power dynamics in medical education.
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