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. / Graduation date: 2002
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/32501 |
| Date | 02 May 2002 |
| Creators | Kailin, David C. |
| Contributors | Friedman, Leonard H. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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