Seeing the world upside down: historical insights for medical Education's future.

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Advances in Health Sciences Education Pub Date : 2026-01-12 DOI:10.1007/s10459-025-10496-7

Z Arfeen, M Robert, D Kadambari, J S Khan, L Liu, A Mold, Y You, M A Rashid

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引用次数: 0

Abstract

In a world that is increasingly globalised and fragmented, medical education is shaped by complex political, social, and economic forces at local and international levels. This article argues that preparing for the future of medical education in such a changing landscape requires engagement with long-term historical perspectives. Drawing on the history of empires, it highlights how former imperial metropoles, entrenched colonial legacies, and inequities in medicine influence governance and the professional mobility of students and practitioners, notably through international accreditation standards. The article emphasises the importance of recognising historical and regional specificities, cautioning against overly uniform narratives - such as the "Global North-Global South" divide. Through case studies of China and Pakistan, it aims to demonstrate how historical insights can reveal comparable yet divergent trajectories in medical education. It concludes that our present is not outside of history but shaped by it, urging educators to critically examine inherited assumptions and to imagine more equitable futures by metaphorically seeing the world "upside down."

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颠倒世界：医学教育未来的历史洞见。

在一个日益全球化和碎片化的世界中，医学教育受到地方和国际层面复杂的政治、社会和经济力量的影响。本文认为，在这样一个不断变化的环境中，为医学教育的未来做准备需要长期的历史观点。它借鉴了帝国的历史，强调了前帝国大都市、根深蒂固的殖民遗产和医学方面的不平等如何影响治理以及学生和从业者的专业流动性，特别是通过国际认证标准。这篇文章强调了认识到历史和地区特殊性的重要性，警告人们不要过于统一的叙述——比如“全球北方-全球南方”的划分。通过对中国和巴基斯坦的案例研究，它旨在展示历史见解如何揭示医学教育中相似但不同的轨迹。它的结论是，我们的现在不是在历史之外，而是由历史塑造的，它敦促教育工作者批判性地审视继承的假设，并通过比喻地“颠倒”看待世界来想象更公平的未来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Advances in Health Sciences Education 医学-卫生保健

CiteScore

6.90

自引率

12.50%

发文量

审稿时长

>12 weeks

期刊介绍： Advances in Health Sciences Education is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology.