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Resisting Outdated Models of Pedagogical Domination and Subordination in Health Professions Education

Overview of attention for article published in AMA Journal of Ethics, September 2016
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57 tweeters

Citations

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24 Mendeley
Title
Resisting Outdated Models of Pedagogical Domination and Subordination in Health Professions Education
Published in
AMA Journal of Ethics, September 2016
DOI 10.1001/journalofethics.2016.18.9.ecas3-1609
Pubmed ID
Abstract

This case highlights a dilemma for interprofessional trainees facing a traditional health professions hierarchy rather than an interprofessional collaborative practice culture within the clinical setting. In the case, the trainee must determine the best way to confront the attending physician, if at all, as well as the best way to mediate the situation with fellow health professions trainees and team members. The commentary provides guidelines for interprofessional collaborative practice as outlined by the Interprofessional Education Collaborative competencies, including determining team members' roles and responsibilities, providing clear communication, adopting clinical huddles, and embracing a sense of inquiry during times of conflict. Role modeling of interprofessional collaborative practice by faculty is crucial in training a future generation of health care professionals who can continue to improve patient outcomes and quality of care.

Twitter Demographics

The data shown below were collected from the profiles of 57 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 24 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 24 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 4 17%
Librarian 4 17%
Student > Ph. D. Student 3 13%
Student > Doctoral Student 2 8%
Researcher 2 8%
Other 6 25%
Unknown 3 13%
Readers by discipline Count As %
Nursing and Health Professions 9 38%
Medicine and Dentistry 5 21%
Agricultural and Biological Sciences 2 8%
Social Sciences 2 8%
Computer Science 1 4%
Other 0 0%
Unknown 5 21%