THE LIVED EXPERIENCE OF MEDICAL EDUCATION FACULTY TEACHING HEALTH ADVOCACY: A PHENOMENOLOGICAL RESEARCH STUDY
Date
2025-02-26
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0003-9020-6730
Type
Thesis
Degree Level
Doctoral
Abstract
ABSTRACT
This study explored the experiences of medical faculty in teaching health advocacy, an area with limited existing literature. Using Interpretative Phenomenological Analysis (IPA), interviews were conducted with four medical faculty members to explore their perspectives and challenges. The analysis revealed four superordinate themes: Critical Consciousness, Transformative Learning, Communities of Practice, and Institutional Challenges and Support, and 27 subordinate themes. The findings illustrate the complex landscape of faculty experiences in teaching health advocacy, encompassing issues such as critical consciousness, transformative learning strategies, communities of practice, and institutional barriers.
Participants discussed various pedagogical strategies to support the teaching of health advocacy, such as creating holistic learning environments, practicing cultural humility, examining biases and stereotypes, serving as role models, providing mentorship, and implementing emotional transformation strategies. Likewise, participants identified numerous challenges, including structural barriers within medical education, clinical teaching responsibilities, time constraints, and work environment stress. They also expressed a need for formal collaborative learning platforms to share experiences, gain insights, challenge assumptions, and refine pedagogical approaches. This study contributes a nuanced understanding of faculty experiences in health advocacy education and offers practical recommendations for enhancing medical education in this domain.
The findings highlight the importance of collaborative efforts among educators, institutions, and researchers to shape the landscape of health advocacy education. By fostering a learning environment that nurtures critically conscious and empathetic healthcare professionals, these collaborative endeavors have the potential to drive positive change within the health care system and beyond.
Description
Keywords
Health Advocacy, Medical Education, Faculty Experiences, Interpretative Phenomenological Analysis, Pedagogical Strategies, Critical Consciousness, Holistic Learning Environments, Healthcare Professions Education
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational Administration