ArticleMedical education2022
Exploring power dynamics and their impact on intraprofessional learning.
Article in Medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
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Who cites it
23 citing papers in PubMed, 39 citations in OpenAlex.
- 'A ripple effect of learning': evaluating intraprofessional workplace learning in postgraduate medical education through collective evaluation.BMC medical education · 2026Article
- Feedback as a two-way process: how relational dynamics shape learning in workplace-based training.BMC medical education · 2026Article
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- An Offer You Can't Refuse: Opportunities for Intraprofessional Collaboration Learning in the Workplace.Perspectives on medical education · 2026Article
- Learning Away from Home. A Qualitative Study of General Practice Trainees' Educational Experiences in Hospitals.Perspectives on medical education · 2026Article
- Dynamics in interprofessional learning: a focussed ethnographic study in a student-run dental clinic.BMC medical education · 2025Article
- Balancing act-ethnic minority trainees' coping strategies in Dutch GP-specialty training-a qualitative study.BMC primary care · 2025Article
- It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.Advances in health sciences education : theory and practice · 2025Article
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- Guiding medical trainees' workplace learning for interprofessional collaboration-Looking to physicians or seeing nurses?Medical education · 2025Article
- Beyond the hierarchy: Systems thinking to progress interprofessional workplace learning.Medical education · 2025Article
- Untapped opportunities: Leveraging the entire health care team in workplace learning.Medical education · 2025Article
- Undergraduate general medicine education in Japan: A nationwide cross-sectional survey of medical trainees' perspectives.Journal of general and family medicine · 2025Article
- Community service rehabilitation therapists' perspectives of cross-disciplinary supervision.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2025Article
- Implementing IPE in a Workplace Setting: Educational Design Research Promotes Transformative Participation.Perspectives on medical education · 2025Article
- Unveiling Intraprofessional Dynamics: Learning Teamwork in Acute Care Consultations Between Paediatric and General Practice Residents.Perspectives on medical education · 2025Article
- Comparison of medical students' considerations in choosing a specialty: 2020 vs. 2009/10.Human resources for health · 2024Article
- Learning to Prioritize Our Collaborative Opportunities: Overcoming the Bright Shiny Object Syndrome.The Journal of continuing education in the health professions · 2023Article
- How to cross the line: design principles for interdisciplinary education.MedEdPublish (2016) · 2023Article
- Adaptability and learning Intraprofessional collaboration of residents during the COVID-19 pandemic.BMC medical education · 2022Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 2 countries.
Funding
Abstract
backgroundDuring postgraduate training, considerable efforts for intraprofessional education are in place to prepare primary care residents (PC residents) and medical specialty residents (MS residents) for intraprofessional collaboration (intraPC). Power dynamics are inherently present in such hierarchical medical contexts. This affects intraPC (learning). Yet little attention has been paid to factors that impact power dynamics. This study aims to explore power dynamics and their impact on intraPC learning between PC residents and MS residents during hospital placements.
methodsThis study expands on previously published ethnographic research investigating opportunities and barriers for intraPC learning among residents in five Dutch hospitals. We analysed transcripts of observations and in-depth interviews using template analysis. A critical theory paradigm was employed. Discourse analysis additionally informed the data.
resultsWe defined five interrelated themes that describe characteristics of power dynamics in intraPC learning during hospital placements: beliefs; power distribution; interaction style; subjection; and fearless learning. Power dynamics operate both within and between the themes: power distribution between PC residents, MS residents and MS supervisors seemed to be an attribution affected by underlying beliefs about professional norms or about other professions; beliefs influenced the way PC residents, MS residents and MS supervisors interacted; power distribution based on inequity could lead to subjection of PC residents; power distribution based on equity could lead to fearless learning; and open interactions enabled fearless intraPC learning.
conclusionsPower dynamics have an impact on intraPC learning among residents in hospitals. Constructive power dynamics occur when power distribution is based on equity, combined with sincere open interactions, actively inviting each other into discussions and enlisting the support of MS supervisors to foster fearless learning. This can be achieved by creating awareness of implicit beliefs and making them explicit, recognising interaction that encourages intraPC learning and creating policies that support fearless intraPC learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.