Coping with complexity: educating for capability

By Sarah W Fraser, T. Greenhalgh. British medical journal, 2001

906 citations recorded by the source corpus.

Subfields: Family Practice, Psychiatry and Mental health, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/d284920007ff5d9273c721b960f98b9b82ce133c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. Diana Stentoft
2. Gregory A. Aarons
3. S. Mennin

In Psychiatry and Mental health

1. Diana Stentoft
2. Gregory A. Aarons
3. S. Mennin

In Public Health, Environmental and Occupational Health

1. Diana Stentoft
2. Gregory A. Aarons
3. M. Bogo
4. S. Mennin
5. C. Regehr

Citations in the corpus

• Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews (2013, background): “…related fields, the dual formulation incorporates adaptive and creative capabilities that are needed to work in contemporary practice environments (Fraser and Greenhalgh, 2001); capabilities such as ‘habits of mind that allow the practitioner to be attentive, curious, self-aware, and willing to…”
• Issues of validity and reliability in qualitative research (2015, background): “9 Data triangulation,(3) 4 whereby different methods and perspectives help produce a more comprehensive set of findings.(8) 9”
• Small-Group Problem-Based Learning as a Complex Adaptive System. (2007, background): “Learning takes place in a zone of complexity (Fraser & Greenhalgh, 2001) that has many similarities with Vygotsky’s zone of proximal development (Vygotsky, 1978).”
• Preparing Social Work Practitioners to Use Evidence-Based Practice (2009, background): “Other researchers have called attention to system level variables as important determinants of successful implementation, highlighting the need to take into account the complexity and diversity of social work service settings (Fraser & Greenhalgh, 2001; Henggeler & Schoenwald, 2002; Simpson, 2002).”
• Implementation Research in Mental Health Services: an Emerging Science with Conceptual, Methodological, and Training challenges (2008, background): “Complexity science (Fraser and Greenhalgh 2001; Liyaker et al. 2006) aims to capture the practice landscape, while quality improvement approaches such as the IHI and QUERI models further inform implementation at the organizational level.”
• Guiding principles and recommendations for the assessment of competence. (2007, background): “Capability refers to the extent to which competent individuals can adapt their skills to new contexts and situations, generate (rather than simply acquire) new knowledge, and continue to improve their performance (Fraser & Greenhalgh, 2001).”
• Mental Health Provider Attitudes Toward Adoption of Evidence-Based Practice: The Evidence-Based Practice Attitude Scale (EBPAS) (2004, background): “Evidence suggests that the DI of innovation such as EBP must take into account the complexity inherent in real-world service settings (Fraser & Greenhalgh, 2001; Hasenfeld, 1992; Henggeler & Schoenwald, 2002; Jankowicz, 2000; Simpson, 2002).”
• Recognizing, Assessing, and Intervening With Problems of Professional Competence (2007, background): “Capability is the extent to which people can adapt skills, generate new knowledge, and improve performance (Fraser & Greenhalgh, 2001).”
• The Competency Movement Within Psychology: An Historical Perspective (2007, background): “Finally, as noted by Fraser and Greenhalgh (2001), education and training for capability (the ability to adapt to change, generate new knowledge, and continue to grow), not just competency (knowledge, skills, and attitudes and their integration), was considered essential.”
• A training curriculum for professional psychologists in primary care. (2002, background): “This is accomplished through multiple modes of learning, including experiential learning, shadowing, mentoring, small-group learning, role play, teambuilding exercises, and so forth, in addition to more formal, didactic learning (Fraser & Greenhalgh, 2001).”
• From saying to doing interdisciplinary learning: Is problem-based learning the answer? (2017, background): “…is a recurring characteristic of interdisciplinary education as also note in several papers on interdisciplinary learning in higher education, (e.g. DeZure, 2012; Domik and Fischer, 2010; Fraser and Greenhalgh, 2001; Ivanitskaya et al., 2002; Klein, 2006; Little and Hoel, 2011; Petrie, 1976, 1992).”
• Professional development : Training for professionalism as a foundation for competent practice in psychology (2005, background): “Fraser and Greenhalgh (2001) considered such a zone of complexity when they stated, “Relationships between items of knowledge are not predictable or linear, but neither are they frankly chaotic .”