Matthew Jon Links1, Tim Wilkinson2, Craig Campbell3. 1. a Medical Education Unit , Gold Coast University Hospital and Health Service , Southport , Australia. 2. b Medical Education Unit, Christchurch School of Medicine & Health Sciences University of Otago , Christchurch , New Zealand. 3. c Department of Professional Development , Royal College of Physicians and Surgeons of Canada , Ottawa , Canada.
Abstract
Professionalism is a contested concept and different discourses have differed by scope and epistemology. The theory of communicative action integrates epistemology (knowledge interests) with that of scope (lifeworld). AIM: To pragmatically inform learning of professionalism. METHODS: apply the theory of communicative action to professionalism discourses. RESULTS: Previous professionalism discourses translated into four frames: technical; communicative; improvement, and critical. These can be viewed as four metaphors the scale; conversation; consensus conference, and protest. The theory of communicative action demonstrated that a critical frame was often lacking from discussions of professionalism and emphasized critiquing the assumptions made, the way power was utilized, and the ends to which actions were directed. Using these frameworks connected discourses on professionalism to other key medical discourses particularly quality improvement, patient centeredness, social justice, and the professional well-being. CONCLUSION: The theory of communicative action adds value by introducing criteria for the evaluation of individual truth claims that expands the discussion beyond accuracy to include sincerity, ethics and coherence; and it emphasizes promoting free speech and the inclusion of diverse views and stakeholders. The theory of communicative action provides a coherent and useful framework for viewing professionalism that integrates with broader discussions about philosophy, truth claims, and post-modern society.
Professionalism is a contested concept and different discourses have differed by scope and epistemology. The theory of communicative action integrates epistemology (knowledge interests) with that of scope (lifeworld). AIM: To pragmatically inform learning of professionalism. METHODS: apply the theory of communicative action to professionalism discourses. RESULTS: Previous professionalism discourses translated into four frames: technical; communicative; improvement, and critical. These can be viewed as four metaphors the scale; conversation; consensus conference, and protest. The theory of communicative action demonstrated that a critical frame was often lacking from discussions of professionalism and emphasized critiquing the assumptions made, the way power was utilized, and the ends to which actions were directed. Using these frameworks connected discourses on professionalism to other key medical discourses particularly quality improvement, patient centeredness, social justice, and the professional well-being. CONCLUSION: The theory of communicative action adds value by introducing criteria for the evaluation of individual truth claims that expands the discussion beyond accuracy to include sincerity, ethics and coherence; and it emphasizes promoting free speech and the inclusion of diverse views and stakeholders. The theory of communicative action provides a coherent and useful framework for viewing professionalism that integrates with broader discussions about philosophy, truth claims, and post-modern society.
Authors: Tanisha Jowsey; Lynne Petersen; Chris Mysko; Pauline Cooper-Ioelu; Pauline Herbst; Craig S Webster; Andy Wearn; Dianne Marshall; Jane Torrie; Meng-Jiun Penny Lin; Peter Beaver; Johanne Egan; Kira Bacal; Anne O'Callaghan; Jennifer Weller Journal: PLoS One Date: 2020-07-30 Impact factor: 3.240
Authors: Matthew Jon Links; Leonie Watterson; Peter Martin; Stephanie O'Regan; Elizabeth Molloy Journal: BMC Med Educ Date: 2020-02-11 Impact factor: 2.463