Toward responsive attunement as health professionals
Bibliographic Data
| ID | 21458753 |
|---|---|
| Authors | Gloria Dall’alba (0000-0001-8337-0530, The University of Queensland, corresponding author) |
| Year | 2024 |
| Volume | 46 |
| Issue | 3 |
| Pages | 299-316 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2023.2193388 |
| OpenAlex | W4366000321 |
| Language | EN |
| Citations received | 2 |
| References cited | 63 |
Despite considerable research into educating health professionals, debate continues about what is to be learned in becoming professionals. Some studies highlight what individuals are to acquire in preparation for health professional practice. Others attend to relations among people in healthcare and/or their social, material situations, including forming professional or interprofessional identity. Although these various studies have progressed the debate, they have not yet provided an integrated conceptual framework on preparing health professionals for the challenges of practice. Toward promoting such a framework, this article introduces a notion of responsive attunement for educating health professionals. A key concern in responsive attunement is developing an enhanced capacity to tune in to situations encountered, in order to respond on the basis of this attunement. This notion has three integrative features: (1) it has relevance for practice within and across health professions; (2) it couples what students know and can do (an epistemological dimension) with how they are learning to be (an ontological dimension); and (3) it is applicable at individual and collective levels. Promoting an enhanced capacity to respond with attunement – both individually and collectively – can contribute to preparing health professionals for the challenges of practice in our dynamic, complex world
Attunement · Engineering ethics · Health care · Pedagogy · Political science · Professional development · Reflective Practice · Sociology · Empathy and Medical Education · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology
Phenomenology of Perception
The Meaning of Illness
Fostering the Development of Master Adaptive Learners
Supporting the development of a professional identity
Thinking Like a Nurse
Managing the health effects of climate change
Competency Is Not Enough
The Oxford Handbook of Expertise
The reflective practitioner
Medicine, Rationality and Experience
Becoming a physician involves learning to manage uncertainty and learning how to fail
Building capacity for interprofessional collaboration
Learning clinical reasoning with virtual patients
Skills by stealth
Community‐based near‐peer teaching of first‐year dental students
Embodying empathy
Feeling rules for professionals
A scoping review of adaptive expertise in education
Bodily grounds of learning
The lived experience of disability
Understanding professional practice
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |