Quality of learning in primary care : a social systems inquiry Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/j6731687c

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  • What constitutes quality of learning in primary care? A social systems view of that central question regards the relationships between dimensions of learning, purposes of primary care, and quality of practice. The question of learning quality was approached in three ways. First, perceptions of learning quality were elicited through recorded interviews with fifteen participants representing diverse roles in a primary care medical clinic. Analysis of the interviews indicated learning sources, factors, and functional dimensions of learning. Second, because learning is constituted in a social practice, the social context of learning in primary care clinics was modeled with qualitative systems diagrams. This exposed systemic barriers and facilitators of learning in practice. Third, learning is directed toward fulfilling the purposes of primary care. The nature of those purposes is not well articulated. A framework of seven core purposes was developed from the perspective of systems phenomenology. This framework extends the biopsychosocial framework in several regards. Perceptions of learning quality, the structural situation of learning in clinical practice, and the core purposes of primary care, all contribute to a social systems understanding of what constitutes learning quality, and how primary care organizations might procure it and assess it. Systems phenomenology represents a significant innovation in social systems science methods.
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