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 s...

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Autores principales:	Angela Orsino, Stella Ng
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2019
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/a679b068e4744a1ab877aefd43550863
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spelling	oai:doaj.org-article:a679b068e4744a1ab877aefd435508632021-12-01T22:43:49ZCan adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?10.36834/cmej.531821923-1202https://doaj.org/article/a679b068e4744a1ab877aefd435508632019-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/53182https://doaj.org/toc/1923-1202Physicians 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. Angela OrsinoStella NgCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 10, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Angela Orsino Stella Ng Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
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.
format	article
author	Angela Orsino Stella Ng
author_facet	Angela Orsino Stella Ng
author_sort	Angela Orsino
title	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_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_sort	can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
publisher	Canadian Medical Education Journal
publishDate	2019
url	https://doaj.org/article/a679b068e4744a1ab877aefd43550863
work_keys_str_mv	AT angelaorsino canadaptiveexpertisereflectivepracticeandactivitytheoryhelpachievesystemsbasedpracticeandcollectivecompetence AT stellang canadaptiveexpertisereflectivepracticeandactivitytheoryhelpachievesystemsbasedpracticeandcollectivecompetence
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Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?

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