Abstract
In order to prepare fully competent health care professionals, health professions education must be concerned with the relational space between patients and providers. Compassion and compassionate care are fundamental elements of this relational space. Traditionally, health professions educators and leaders have gone to two narrative sources when attempting to better under constructs of compassion: patients or providers. Rarely have there been explorations of the perspectives of those who consider themselves as both patients and providers. In this study, we interviewed nineteen health care providers who self-disclosed as having had a substantive patient experience in the health care system. We engaged with these participants to better understand their experience of having these dual roles. Anchored in Foucault’s concepts of subjectivity and Goffman’s symbolic interactionism, the interviews in this study reveal practices of moving between the two roles of patient and provider. Through this exploration, we consider how it is that providers who have been patients understand themselves to be more compassionate whilst in their provider roles. Rather than describing compassion as a learnable behaviour or an innate virtue, we theoretically engage with one proposed mechanism of how compassion is produced. In particular, we highlight the role of critical reflexivity as an underexplored construct in the enactment of compassion. We discuss these findings in light of their implications for health professions education.
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Acknowledgements
The authors would like to acknowledge and thank the AMS Phoenix Project for supporting Paula Rowland’s Fellowship, and the Canadian Institutes of Health Research for supporting Ayelet Kuper’s New Investigator Award.
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Rowland, P., Kuper, A. Beyond vulnerability: how the dual role of patient-health care provider can inform health professions education. Adv in Health Sci Educ 23, 115–131 (2018). https://doi.org/10.1007/s10459-017-9777-y
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DOI: https://doi.org/10.1007/s10459-017-9777-y