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.Method.
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.