Not just ‘for’ but ‘with’: health advocacy as a partnership process

Health advocacy is often framed as an activity that physicians do for others. A physician uses her expertise to identify and address the health needs of patients or communities on their behalves. As part of a larger study, we uncovered data to suggest that effective health advocates work not just for but often with others to understand and address their health needs.

[1]  ชวิตรา ตันติมาลา Constructing Grounded Theory: A Practical Guide through Qualitative Analysis , 2017 .

[2]  G. Regehr,et al.  From the Clinic to the Community: The Activities and Abilities of Effective Health Advocates , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[3]  C. Whitehead,et al.  Shifts in the interpretation of health advocacy: a textual analysis , 2014, Medical education.

[4]  R. Ajjawi,et al.  Family Physician Preceptors’ Conceptualizations of Health Advocacy: Implications for Medical Education , 2014, Academic medicine : journal of the Association of American Medical Colleges.

[5]  G. Regehr,et al.  ‘We’ not ‘I’: health advocacy is a team sport , 2014, Medical education.

[6]  G. Regehr,et al.  Perspective: agency and activism: rethinking health advocacy in the medical profession. , 2012, Academic medicine : journal of the Association of American Medical Colleges.

[7]  S. Kanter On physician advocacy. , 2011, Academic medicine : journal of the Association of American Medical Colleges.

[8]  T. Huddle Perspective: Medical professionalism and medical education should not involve commitments to political advocacy. , 2011, Academic medicine : journal of the Association of American Medical Colleges.

[9]  Mark C. Fok,et al.  Evaluation of resident attitudes and self-reported competencies in health advocacy , 2010, BMC medical education.

[10]  K. McLaughlin,et al.  CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction , 2008, Medical education.

[11]  M. Ross,et al.  The Tuning Project for Medicine – learning outcomes for undergraduate medical education in Europe , 2007, Medical teacher.

[12]  William Godolphin,et al.  Putting informed and shared decision making into practice , 2006, Health expectations : an international journal of public participation in health care and health policy.

[13]  Constructing Grounded Theory: A practical guide through qualitative analysis Kathy Charmaz Constructing Grounded Theory: A practical guide through qualitative analysis Sage 224 £19.99 0761973532 0761973532 [Formula: see text]. , 2006, Nurse researcher.

[14]  I. Oandasan Health Advocacy: Bringing Clarity to Educators through the Voices of Physician Health Advocates , 2005, Academic medicine : journal of the Association of American Medical Colleges.

[15]  L. Flynn,et al.  Faculty's and Residents’ Perceptions of Teaching and Evaluating the Role of Health Advocate: A Study at One Canadian University , 2005, Academic medicine : journal of the Association of American Medical Colleges.

[16]  Reed G. Williams,et al.  Accreditation Council for Graduate Medical Education core competencies initiative: the road to implementation in the surgical specialties. , 2004, The Surgical clinics of North America.

[17]  I. Oandasan,et al.  Educating for Advocacy: Exploring the Source and Substance of Community-Responsive Physicians , 2003, Academic medicine : journal of the Association of American Medical Colleges.

[18]  Allan Cumming,et al.  The Tuning Project (Medicine) - Learning outcomes / competences for undergraduate medical education in Europe , 2008 .

[19]  I. Dey Grounding grounded theory : guidelines for qualitative inquiry , 1999 .

[20]  ROYAL COLLEGE OF PHYSICIANS AND SURGEONS OF CANADA. , 1930, Canadian Medical Association journal.