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Transcending boundaries for collaborative patient care.
Meijer, Loes J; de Groot, Esther; Honing-de Lange, Gerdine; Kearney, Grainne; Schellevis, François G; Damoiseaux, Roger A M J.
Afiliação
  • Meijer LJ; Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht (UMCU), Utrecht, The Netherlands.
  • de Groot E; Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht (UMCU), Utrecht, The Netherlands.
  • Honing-de Lange G; Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht (UMCU), Utrecht, The Netherlands.
  • Kearney G; Centre for Medical Education, Queen's University Belfast, Belfast, UK.
  • Schellevis FG; Nivel (Netherlands Institute for Health Services Research), Utrecht, The Netherlands.
  • Damoiseaux RAMJ; Department of General Practice & Elderly Care Medicine, Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands.
Med Teach ; 43(1): 27-31, 2021 01.
Article em En | MEDLINE | ID: mdl-32767903
ABSTRACT
Dutch general practitioners (GPs) and medical specialists (MSs) create collaborative patient care agreements (CPCAs) to improve intraprofessional collaboration. We set out to identify contradictions between the activity systems of primary and secondary care that could result in expansive learning and new ways of working collaboratively. We analysed nineteen semi-structured interviews using activity theory (AT) as a theoretical framework and using these two activity systems as the units of analysis. There were contradictions within and between the activity systems related, for example, to different understandings of 'care' in generalist and specialist settings. GPs and MSs were able to identify contradictions and learn expansively when they iteratively co-created CPCAs in groups. They found it much harder to tackle contradictions, however, when they disseminated these tools within their respective professional communities, leaving unresolved contradictions and missed opportunities for collaboration. This research shows the educational benefits of taking collective responsibility for improving collaborative patient care.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Especialização / Medicina Tipo de estudo: Qualitative_research Limite: Humans Idioma: En Ano de publicação: 2021 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Especialização / Medicina Tipo de estudo: Qualitative_research Limite: Humans Idioma: En Ano de publicação: 2021 Tipo de documento: Article