Contextual competence and collective responsibility

Abstract

Contextual competence is presented as a collective responsibility because work and learning conditions drive performance and wellbeing and equitable opportunities must be provided to develop competency.

A decolonial and liberation lens to social justice research: Upholding promises for diverse, inclusive, and equitable psychological science.

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. and relationship building, a broader approach to competence is needed in decolonial practices: an approach of constant introspection, active learning, innovative thinking, ability to translate knowledge into transformative action, and particularly important extended involvement and commitment to the communities at stake (Ott & Pack, 2021).…”

“…As a result, the worldviews and contexts of researchers and community stakeholders often differ based on their lived experiences, preconceived notions, prejudices, and motivations. While cultural competence is a life-long process that requires humility and a multidimensional lens to understand the history that gave rise to different worldviews, ways of being, and ways of doing (Tehee et al, 2020), contextual competence pertains to the development of skills and abilities that facilitate applying the cultural knowledge gained to achieve effective action (Ott & Pack, 2021). Inability to honor cultural and contextual differences across a range of issues and situations and failure to acknowledge the autonomy and rights of community stakeholders contribute to power differences, injustices, abuses, and oppression (Olivares-Espinoza et al, 2018).…”

“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum

“…20 SDT offers a comprehensive theory of the conditions that support or detract from learning and well-being, [25][26][27] with promising applications to medical education. [28][29][30][31] SDT stipulates that autonomy, competence, and relatedness are interdependent psychological needs, the constituents of intrinsic motivation, development, and well-being. Performance and well-being have been shown to improve when these needs are met and to suffer in their absence.…”

Newly Graduated Doctors’ First Months of Work: An Ethnographic and Participatory Research Study Towards Change

“…This responsibility is also addressed in other studies. Ott and Pack [117] describe it as a 'collective responsibility', noting that educators must take an active part in onboarding new doctors into new contexts. A way of doing this is through a participatorily research design [3,5,6], in which the researcher aims to give voice to the participants in order to provide insight into the local context, challenges and beliefs [3,110].…”

“…In the final CL session, the participants expressed that it had been fruitful to have the opportunity to meet in a process, and they requested that the process continue. Ott and Pack [117] describe it as a 'collective responsibility': educators must take an active part in onboarding new doctors into new contexts. However, the results from this project show that it is necessary to create a space for them to do sothe CREs (and JDEs) need an opportunity to share reflections and experiences.…”