title: Educating for advocacy: exploring the source and substance of community-responsive physicians.
abstract: OBJECTIVE
  Physicians are called to be community responsive. But with few existing operational definitions, how can it be taught? The nature, inclination, and impact of community-responsive physicians were studied to address this educational fissure.
  
  
  METHODS
  Case studies on eight community-responsive physicians were conducted. Data were qualitatively analyzed using NVivo software.
  
  
  RESULTS
  One way physicians were community responsive was through advocacy. Three themes arose: (1) having knowledge of difference, social determinants of health, and the power and privilege of physicians; (2) being influenced by role models and exposure to marginalized groups; and (3) motivation to do the right thing, give back, make a difference, and be intellectually challenged.
  
  
  CONCLUSIONS
  Educational strategies to advance the teaching of physicians to be community-responsive advocates are highlighted.
authors.affiliation: Family Health Centre, University Health Network--Toronto Western Hospital, Ontario, Canada. i.oandasan@utoronto.ca
authors.forename: Ivy F
authors.initials: IF
authors.lastname: Oandasan
authors.forename: Keegan K
authors.initials: KK
authors.lastname: Barker
mesh_terms: D001291:Attitude of Health Personnel; D002170:Canada; D003153:Community Health Services; D006801:Humans; D007407:Interviews as Topic; D010344:Patient Advocacy; D010819:Physician's Role; D010817:Physician-Patient Relations; D010821:Physicians, Family / Q000523:psychology*