Why Become a Healthcare Manager? Ethically Reflecting on the Path to Leadership of Public and Private Sectors’ Occupational Therapists of Quebec-Canada
Bibliographic record
Abstract
Pursuing management training within a health profession is motivated by multiple considerations varying according to individuals’ values, personalities, and context. This article aims to describe the Quebec-Canada occupational therapists’ motivations to become healthcare managers and their appreciation of the management (likes and dislikes/challenges), all analyzed from an ethical perspective. A descriptive phenomenologically inspired approach was used. Data were collected using sociodemographic questionnaires and semi-structured individual interviews. The verbatims were analyzed using Husserlian phenomenological reduction. Public- and private-sector managers’ groups were compared with descriptive statistics. Results were discussed using the Quadripartite Ethical Framework (Drolet; Drolet & Hudon; and Drolet & Ruest). Twenty-seven occupational therapists-managers (n = 27) from public (n = 15) and private (n = 12) sectors were interviewed. Time as clinician before starting management and training aspects were different between sectors. Three main emerging motivations to become a manager are common to both sectors: personality-related factors, external factors, and desire to improve things. Dissatisfaction with work in the public sector emerged as a fourth motivation within the private sector. In public sector, the most cited motivation was to get involved in decision-making, while it was the desire to work according to one’s ways within the private sector. For both sectors, the human dimension and the love of management were the higher appreciated aspects, whereas human resources management issues and heavy workload were the greater challenges. This study highlights duality between professional and managerial logics and the challenge of multiple loyalties. Management training does not necessarily make the work any easier. Occupational therapist managers have ideals, too often shattered by the organizational constraints encountered. Results can contribute to improve occupational therapist’ training and leadership development and to better understand ethical issues surrounding healthcare management.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".