Abigail Konopasky
Biographic Data
| ID | 4798598 |
|---|---|
| NAME | Abigail Konopasky |
| GIVEN NAMES | Abigail |
| FAMILY NAME | Konopasky |
| SIGNATURE | KONOPASKY A |
| AFFILIATIONS | Dartmouth College |
| ORCID | 0000-0002-3033-5552 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
What marks the “ideal” black doctor? a critical discourse analysis of flexnerian segregation within contemporary diversity discourses
A song of protest from Black women physicians to academic medicine
In the Black and African American tradition, music is used as a creative tool expressing the community's feelings and positions on social issues and injustices. In this article, we reframe the popular song, “Break My Soul” by Beyoncé Knowles‐Carter, to highlight Black women's experiences with racial trauma in academic medicine and what these women are doing to support their well‐being and address inequities. We use this song as a creative express…
AI, authorship teams and agency
Using AI is always a delicate relationship. These co‐authors share their reflections as AI becomes more prominent. This commentary asks if we are having the conversations we need to be having in our authorship teams
Twelve tips to promote interprofessional workplace learning for medical trainees
Medical trainees need guidance from more experienced individuals to help them engage in and learn from clinical practice. While supervising physicians often serve as guides, many additional health professionals (HPs) routinely interact with trainees. These HPs can offer guidance, contributing to trainees' development of physician competence and collaborative skills. However, trainees may overlook HPs as an educational resource and HPs may not be …
When I say … belonging
In the latest "When I Say..." Johnson et al. present three tensions in current understandings of belonging, leading to questions that can challenge the status quo and address belongingness in medical education
Essential concepts for effective mixed methods research in the health professions
Mixed-methods research involves combining quantitative and qualitative approaches and mixing and integrating at multiple stages. It is gaining more attention and interest in health professions education research and evaluation. However, many undertake mixed-methods research for the first time without a rich understanding of the differences in practice associated with mixed-methods research. This often leads to research efforts that do not result …
Moving Beyond Static, Individualistic Approaches to Agency
with each learner charged with taking responsibility to pull themselves up by their bootstraps. This conceptualization is problematic. First, collaboration is a central component of patient care, which does not align well with an individualistic approach. Second, a growing body of literature documents how minoritized and marginalized trainees experience inequitable restrictions on their agency. Third, a myriad of structures across medicine restri…
Who Are Flexnerian-Deprived Black Americans? A Quantitative Analysis of Historical Representation Within American Medical Education
How Theory Can Inform Practice
Health professions educators aim to optimally prepare trainees for future practice; educational theory can help reach this goal. Below we present an authentic case, I Just Need to Speak With My Eyes, that displays the significant struggles of transitioning into residency training. Using this case, we show how the application of 4 learning mechanisms described in Lave and Wenger’s1,2 theories of situated learning and communities of practice can he…
Pushing , standing and bringing to light
Occupying liminal spaces
The figured world of medical education senior leaders
Making allyship visible
Undergraduate medical learners from historically marginalized groups face significant barriers, which was made concrete at our institution when a student presented her research indicating that Black students felt unsure about which faculty members to approach. To better support our students, we used Kern's model for curriculum development and a critical pedagogy approach to create a Faculty Allyship Curriculum (FAC). A total of 790 individuals at…
Strategic shifts
Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency.Methods Secondary qualitative analysis of video…
Signaling Allyship
U.S. medical schools continue to foster racism, homophobia, and transphobia through underrepresentation of racial, ethnic, sexual, and gender minorities. 1–3 Minoritized individuals experience discrimination and trauma, often with little support. 1–3 An informal preliminary needs assessment 4 of minoritized learners at our institution indicated that, due to faculty underrepresentation, they were uncertain about which faculty were safe to discuss …
I , we and they
The potential of narrative analysis for HPE research
Five Principles for Using Educational Theory
Health professions education (HPE) research often involves examining complex phenomena. Theory provides a means for better understanding the mechanics of these phenomena and guiding health professions researchers and educators as they navigate the practical implications for teaching, learning, and research. Engaging with educational theory is, therefore, critical to facilitating this understanding. However, this engagement presents a key challeng…
From Is to Can Be
Supporting learners in moments of tension created by clinical situations that are unfamiliar, unexpected, or inconsistent with prior understanding requires careful listening. Here Konopasky offers linguistic tools that can help
Towards a Diagnostic Toolkit for the Language of Agency
Agency—broadly, the capacity to produce effects—is a critical aspect of human activity, yet its multifaceted character makes analysis difficult. Drawing from functional linguistics, we propose a linguistic toolkit for analyzing the degree to which and manner in which speakers represent themselves as acting intentionally and autonomously. After a brief review of relevant agency literature, we propose three sets of grammatical tools, demonstrating …
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Towards a Diagnostic Toolkit for the Language of Agency
Agency—broadly, the capacity to produce effects—is a critical aspect of human activity, yet its multifaceted character makes analysis difficult. Drawing from functional linguistics, we propose a linguistic toolkit for analyzing the degree to which and manner in which speakers represent themselves as acting intentionally and autonomously. After a brief review of relevant agency literature, we propose three sets of grammatical tools, demonstrating …
Five Principles for Using Educational Theory
Health professions education (HPE) research often involves examining complex phenomena. Theory provides a means for better understanding the mechanics of these phenomena and guiding health professions researchers and educators as they navigate the practical implications for teaching, learning, and research. Engaging with educational theory is, therefore, critical to facilitating this understanding. However, this engagement presents a key challeng…
From Is to Can Be
Supporting learners in moments of tension created by clinical situations that are unfamiliar, unexpected, or inconsistent with prior understanding requires careful listening. Here Konopasky offers linguistic tools that can help
The potential of narrative analysis for HPE research
Strategic shifts
Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency.Methods Secondary qualitative analysis of video…
Signaling Allyship
U.S. medical schools continue to foster racism, homophobia, and transphobia through underrepresentation of racial, ethnic, sexual, and gender minorities. 1–3 Minoritized individuals experience discrimination and trauma, often with little support. 1–3 An informal preliminary needs assessment 4 of minoritized learners at our institution indicated that, due to faculty underrepresentation, they were uncertain about which faculty were safe to discuss …
I , we and they
Making allyship visible
Undergraduate medical learners from historically marginalized groups face significant barriers, which was made concrete at our institution when a student presented her research indicating that Black students felt unsure about which faculty members to approach. To better support our students, we used Kern's model for curriculum development and a critical pedagogy approach to create a Faculty Allyship Curriculum (FAC). A total of 790 individuals at…
How Theory Can Inform Practice
Health professions educators aim to optimally prepare trainees for future practice; educational theory can help reach this goal. Below we present an authentic case, I Just Need to Speak With My Eyes, that displays the significant struggles of transitioning into residency training. Using this case, we show how the application of 4 learning mechanisms described in Lave and Wenger’s1,2 theories of situated learning and communities of practice can he…
Pushing , standing and bringing to light
Occupying liminal spaces
The figured world of medical education senior leaders
When I say … belonging
In the latest "When I Say..." Johnson et al. present three tensions in current understandings of belonging, leading to questions that can challenge the status quo and address belongingness in medical education
Essential concepts for effective mixed methods research in the health professions
Mixed-methods research involves combining quantitative and qualitative approaches and mixing and integrating at multiple stages. It is gaining more attention and interest in health professions education research and evaluation. However, many undertake mixed-methods research for the first time without a rich understanding of the differences in practice associated with mixed-methods research. This often leads to research efforts that do not result …
Moving Beyond Static, Individualistic Approaches to Agency
with each learner charged with taking responsibility to pull themselves up by their bootstraps. This conceptualization is problematic. First, collaboration is a central component of patient care, which does not align well with an individualistic approach. Second, a growing body of literature documents how minoritized and marginalized trainees experience inequitable restrictions on their agency. Third, a myriad of structures across medicine restri…
Who Are Flexnerian-Deprived Black Americans? A Quantitative Analysis of Historical Representation Within American Medical Education
What marks the “ideal” black doctor? a critical discourse analysis of flexnerian segregation within contemporary diversity discourses
A song of protest from Black women physicians to academic medicine
In the Black and African American tradition, music is used as a creative tool expressing the community's feelings and positions on social issues and injustices. In this article, we reframe the popular song, “Break My Soul” by Beyoncé Knowles‐Carter, to highlight Black women's experiences with racial trauma in academic medicine and what these women are doing to support their well‐being and address inequities. We use this song as a creative express…
AI, authorship teams and agency
Using AI is always a delicate relationship. These co‐authors share their reflections as AI becomes more prominent. This commentary asks if we are having the conversations we need to be having in our authorship teams
Twelve tips to promote interprofessional workplace learning for medical trainees
Medical trainees need guidance from more experienced individuals to help them engage in and learn from clinical practice. While supervising physicians often serve as guides, many additional health professionals (HPs) routinely interact with trainees. These HPs can offer guidance, contributing to trainees' development of physician competence and collaborative skills. However, trainees may overlook HPs as an educational resource and HPs may not be …
Psychology (13 works) · Sociology (12 works) · Innovations in Medical Education (11 works) · Political science (10 works) · Medicine (8 works) · Social science (8 works) · Computer Science (7 works) · Medical education (7 works) · Pedagogy (6 works) · Diversity and Career in Medicine (5 works)