Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across successive advisory group meetings, feedback reshaped the framework: version 2 clarified actions using a gears metaphor, version 3 added the notion of disruption and emphasized white supremacy, and version 4 depicted oppression at internalized, interpersonal, and institutional levels. → Mehelay S 2026
Evidence¶
Mehelay S 2026¶
Mehelay S, Comeau B, Chandra S, Fancott C, Gordon D, Loftgard K, Louzado C, Nixon SA, Shahid S, Tilson K, Wilson C, Shaw J. (2026). Shifting power: co-developing a framework for equity in healthcare. BMC Health Services Research. https://doi.org/10.1186/s12913-026-14964-7
q2 · i? · design · r2
Qualitative co-design results: the third framework iteration, revised after advisory group feedback on the gears metaphor, introduced disruption as a central feature. The advisory group approved the direction but asked for clearer recognition of the comprehensive impacts of systems of oppression.
"A crucial addition to this iteration was the notion of disruption; the idea that actions of healthcare organizations must disrupt systems of oppression to meaningfully advance EDI became a central feature of the framework."
Discussion¶
Related Claims¶
- Expansive learning actions in the meeting followed by and large the theory-predicted order, forming a mini-cycle of two main parts with iterations — a broader claim this one bears on
- Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
- Expansive learning moved epistemically from questioning to analysis, modeling and implementation while interactionally moving from coordination to cooperation and communication, but with no mechanical correspondence between specific actions and interaction types — related
- Transitions and disturbances were crucial for the dynamics of expansive learning in the meeting — related
- In a single-teacher case study, redesigning a peer-feedback task produced more specific and varied student notes, which the authors read as a more engaged class — related
- In a five-teacher pilot in a 160-student introductory programming course, teachers valued rapid process-level insight and the pilot drove iterative usability improvements — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
advisory-feedback-drove-framework-iterations |
title |
Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression |
description |
Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mehelay-s-2026 |
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