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dc.contributor.advisorWoodfield, Ruth
dc.contributor.advisorGordon, Lisi
dc.contributor.authorDumbreck, Siobhan
dc.coverage.spatial261 p.en_US
dc.date.accessioned2022-08-04T15:36:43Z
dc.date.available2022-08-04T15:36:43Z
dc.date.issued2022-06-17
dc.identifier.urihttp://hdl.handle.net/10023/25774
dc.description.abstractDuring a medical consultation, the right answer in terms of medical knowledge from evidence within clinical guidelines, may not align with the right answer for an individual patient. This can create tension within a medical consultation between the delivery of patient-centred care and externally imposed performance measures. This thesis illuminates a way to differentiate between unwarranted variation from a well-founded, mandated evidence base versus exercise of professional judgement and use of alternative sources of knowledge. This qualitative case study used a practice-based approach, and reflexive thematic analysis, to investigate how medical students use evidence-based knowledge within a consultation with an individual patient. This involved observation of teaching practice, and simulated consultations, then follow-up interviews with medical students, simulated patients and medical school tutors. This illuminated what is meant by competent professional practice and provision of patient-centred care. The thesis makes a methodological contribution by providing an alternative way of studying the complexity of implementation of evidence-based practice, as a social practice rather than a linear predictable practice. This study showed the value of considering ethical principles to support the patient to co-construct the performance. Patient-centred care could be demonstrated by the medical student being explicit about connecting with meaning from within the practice of the patient, to respect patient autonomy and epistemic justice. This required attention to which practice, and which elements within practice were attended to, from within the bundle of multiple practices within any context at each point in time. By teaching for connections, tutors support the competence of students to reflect on both the meaning element within the practice, and the material element within practice. The tutors can use feedback to support the students to use sociological imagination, to create a practice which is most meaningful for an individual patient, to provide patient-centred care within evidence-based medicine.en_US
dc.description.sponsorshipUniversity of St Andrews. School of Managementen
dc.language.isoenen_US
dc.subjectPerformance measureen_US
dc.subjectEvidence based practiceen_US
dc.subjectCompetent practiceen_US
dc.subjectProfessional practiceen_US
dc.titleExploring competent professional practice : a social practice theory approachen_US
dc.typeThesisen_US
dc.contributor.sponsorUniversity of St Andrews. School of Managementen_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US


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