Healthcare professionals belong to a moral community. Caring for patients is a community act carried out by healthcare professionals working in teams within complex political and organizational systems. This teamwork is crucial to quality patient outcomes; however, incivility threatens to derail necessary and effective collaboration towards the common organizational good. Necessarily, interprofessional healthcare education is becoming a required element for pre-health professionals. Currently, schools are using competency-based approaches to interprofessional education to teach ethics/values, roles/responsibilities. communication, and teamwork. For reasons explicated throughout this dissertation, the categorizing of these particular elements as competencies is problematic and cultivated within a positivistic and empirical worldview. By exploring concepts of professionality/interprofessionality, biomedical discourse, and ethics, this dissertation shows how a focus on competency frames conversation, shapes certain outcomes, and limits the educational opportunity for impactful exploration of difference and meaning. A rhetoric and philosophy approach to team building is recommended as a necessary complement to the current educational model.
","abstract_html":"<p>Healthcare professionals belong to a moral community. Caring for patients is a community act carried out by healthcare professionals working in teams within complex political and organizational systems. This teamwork is crucial to quality patient outcomes; however, incivility threatens to derail necessary and effective collaboration towards the common organizational good. Necessarily, interprofessional healthcare education is becoming a required element for pre-health professionals. Currently, schools are using competency-based approaches to interprofessional education to teach ethics/values, roles/responsibilities. communication, and teamwork. For reasons explicated throughout this dissertation, the categorizing of these particular elements as competencies is problematic and cultivated within a positivistic and empirical worldview. By exploring concepts of professionality/interprofessionality, biomedical discourse, and ethics, this dissertation shows how a focus on competency frames conversation, shapes certain outcomes, and limits the educational opportunity for impactful exploration of difference and meaning. A rhetoric and philosophy approach to team building is recommended as a necessary complement to the current educational model.</p>","abstract_has_math":false,"creators":["Corr, Matthew"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"Communication and Rhetorical Studies","degree_department":null,"school":null,"contributors":["Janie Fritz","Richard H. Thames","Ronald C. Arnett"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-10T07:00:00Z","date_published":"2019-05-10T07:00:00Z","updated_at":"2026-07-24T02:10:50Z","subjects":["healthcare","education","ethics","rhetoric","philosophy of communication","virtues","profession","interprofessional"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1759","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Janie Fritz","Richard H. Thames","Ronald C. Arnett"]},{"key":"dc:creator","label":"Author","values":["Corr, Matthew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication and Rhetorical Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["healthcare","education","ethics","rhetoric","philosophy of communication","virtues","profession","interprofessional"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1759"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Healthcare professionals belong to a moral community. Caring for patients is a community act carried out by healthcare professionals working in teams within complex political and organizational systems. This teamwork is crucial to quality patient outcomes; however, incivility threatens to derail necessary and effective collaboration towards the common organizational good. Necessarily, interprofessional healthcare education is becoming a required element for pre-health professionals. Currently, schools are using competency-based approaches to interprofessional education to teach ethics/values, roles/responsibilities. communication, and teamwork. For reasons explicated throughout this dissertation, the categorizing of these particular elements as competencies is problematic and cultivated within a positivistic and empirical worldview. By exploring concepts of professionality/interprofessionality, biomedical discourse, and ethics, this dissertation shows how a focus on competency frames conversation, shapes certain outcomes, and limits the educational opportunity for impactful exploration of difference and meaning. A rhetoric and philosophy approach to team building is recommended as a necessary complement to the current educational model.
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