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Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study

Tyler, Susan P
http://orcid.org/0000-0001-7784-8278
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572

Abstract Details

2020, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This dissertation investigates the experiences of academic physicians at two colleges of medicine as they become ready for changes in their professional practices. Building on Changing and Learning Theory (Fox, Mazmanian, & Putnam, 1989) and the Transtheoretical Model of Change (Dalton & Gottlieb, 2003; Norcross, Krebs, & Prochaska, 2011; Prochaska, 2008; Prochaska & Norcross, 2001), this study employs qualitative methodologies informed by phenomenology and grounded theory. Drawing on semi-structured interviews, data include 32 change narratives from 21 physicians, reflecting how physicians experienced readiness in changing professional practices. In a field in which change is more common than stability, physicians must be ready to adjust to and embrace sudden, unexpected, and almost continual change. Findings of the study reveal that physicians feel most committed to making changes that have been self-initiated, rather than externally mandated. Additionally, readiness is a process that results from a variety of physician-identified actions that are generated organically and intuitively, and managed within individual time, interest, and motivation parameters, rather than at a specific point in time. Findings also reveal that physicians value a trusted team to strengthen and reinforce their work, that they adjust to the needs in their field, such as becoming adept at new medical specialties or the business aspect of academic medicine, and that many physicians wish for a mentoring relationship or community. This study illustrated that fostering and improving the way that physicians make changes as a part of their professional responsibilities supports their growth and well-being. Recognizing the value of supporting physicians in these endeavors is imperative for those who support physicians educationally and administratively, and it can and should inform their efforts. Openness to change has important relevance in the medical profession, and it is essential to understand the implications of continuous change, improvement and quality work in physician’s lives . This study’s significance resides in its insight concerning how physicians ready themselves for changing their practices, and what drives them toward making changes that will improve their capacities in teaching, research, administration, and care of patients.
Miriam Raider-Roth, Ed.D. (Committee Chair)
Nancy Davis, Ph.D. (Committee Member)
Vicki Plano Clark, Ph.D. (Committee Member)
Lisa Vaughn, Ph.D. (Committee Member)
150 p.
Higher Education
Academic Physicians; Readiness for Change; Change; professional practice; physician change

Recommended Citations

Citations

  • Tyler, S. P. (2020). Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572

    APA Style (7th edition)

  • Tyler, Susan. Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study. 2020. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572.

    MLA Style (8th edition)

  • Tyler, Susan. "Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study." Doctoral dissertation, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572

    Chicago Manual of Style (17th edition)

ucin1592170965675572
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This open access ETD is published by University of Cincinnati and OhioLINK.