Exploring Untested Feasibilities: Critical Pedagogy's Approach to Addressing Abuse and Oppression in Medical Education.

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Teaching and Learning in Medicine Pub Date : 2025-04-01 Epub Date: 2025-01-23 DOI:10.1080/10401334.2025.2453809
Ligia Maria Cayres Ribeiro, Marco Antônio de Carvalho Filho
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引用次数: 0

Abstract

Abuse and oppression in medical education persists. Particularly when transitioning to practice, students and residents face dissonance between what they perceive as the ideals of patient care and reality. They witness, and eventually take part in, joking about fellow students and patients, discriminating against minorities, and imposing unbearable workload to subordinates, to mention some practices that have been normalized as the reality of medical training, beyond any possibility of change. We suggest that Critical Pedagogy, an educational movement rooted in Brazil that aims to empower learners and educators as full citizens, can help medical education reinstitute hope for a more humanistic culture by testing new realistic transformative actions, i.e., untested feasibilities, to promote change. We use vignettes based on real situations of oppression to present three concepts of Critical Pedagogy contextualized to medical education: (a) critical consciousness as praxis; (b) pedagogy with learners; and (c) education as a democratic relationship between individuals. The vignettes explore how each one of these concepts can support educators and learners to break chains of injustice and oppression. Perceiving disagreements as opportunities for change, legitimizing the perspectives and values of all engaged in analyzing reality, is needed to nurture critical consciousness. Critical Pedagogy understands education as a partnership of trust between learners and educators and seeks a pedagogy that is built with learners, not on them. Finally, we present suggestions for individual- and systems-level actions that can translate these principles of Critical Pedagogy into a praxis of untested feasibilities for medical education.

探索未经检验的可行性:批判教学法解决医学教育中的虐待和压迫问题的方法。
医学教育中的虐待和压迫仍然存在。特别是当过渡到实践,学生和住院医生面临着他们所认为的理想的病人护理和现实之间的不和谐。他们目睹并最终参与其中,取笑同学和病人,歧视少数民族,给下属施加难以承受的工作量,列举一些已经被规范为医疗培训现实的做法,这些做法已经无法改变。我们建议,批判性教育学(Critical Pedagogy)这一根植于巴西的教育运动,旨在增强学习者和教育者作为正式公民的能力,可以通过测试新的现实变革行动(即未经测试的可行性)来促进变革,从而帮助医学教育重新树立对更人性化文化的希望。我们使用基于真实压迫情境的小片段来呈现医学教育情境化的批判教育学的三个概念:(a)作为实践的批判意识;(b)对学习者的教学法;(c)教育作为个体之间的民主关系。这些小插曲探讨了这些概念如何帮助教育者和学习者打破不公正和压迫的链条。将分歧视为变革的机会,使所有参与分析现实的人的观点和价值观合法化,是培养批判意识所必需的。批判教学法将教育理解为学习者和教育者之间的信任伙伴关系,并寻求一种与学习者而不是以学习者为基础的教学法。最后,我们提出了个人和系统层面的行动建议,这些行动可以将批判教学法的这些原则转化为未经检验的医学教育可行性实践。
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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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