Skip to main content

Resisting Outdated Models of Pedagogical Domination and Subordination in Health Professions Education

2Citations
Citations of this article
34Readers
Mendeley users who have this article in their library.

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.

Cite

CITATION STYLE

APA

Resisting Outdated Models of Pedagogical Domination and Subordination in Health Professions Education. (2016). AMA Journal of Ethics, 18(9), 903–909. https://doi.org/10.1001/journalofethics.2016.18.9.ecas3-1609

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free