Medical Education最新文献

{"title":"Considerations of equity, diversity and inclusion in peer reviews conducted for Medical Education.","authors":"Karen E Hauer, Rola Ajjawi, Lulu Alwazzan, Kevin Eva","doi":"10.1111/medu.15560","DOIUrl":"10.1111/medu.15560","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"5-8"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing the voices of the Global South and North in shaping health professions education.","authors":"Champion N Nyoni","doi":"10.1111/medu.15570","DOIUrl":"10.1111/medu.15570","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"9-10"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adopting a pedagogy of connection for medical education.","authors":"Marco Antonio de Carvalho Filho, Frederic William Hafferty","doi":"10.1111/medu.15486","DOIUrl":"10.1111/medu.15486","url":null,"abstract":"<p><p>In this article, we propose developing a \"pedagogy of connection\" based on the history and evolution of medical education in Brazil. This pedagogy emerged from the intersection of the healthcare and higher educational systems, both dedicated to the principles of social justice and universal access, in response to the country's efforts to address the enduring impacts of slavery and social inequality. Following the \"Sanitary Reformation\" movement-a foundational moment for Brazil's healthcare and medical education systems-Brazil established the Unified Public Healthcare System (Sistema Único de Saúde - SUS). SUS is founded on principles of universality, integrality, equity, community participation, political and administrative decentralisation, hierarchisation and regionalisation. Aligned with these core principles and inspired by critical pedagogy, Brazilian medical education has evolved with a profound commitment to social justice, critical consciousness, professional presence and compassion. This evolution has given rise to a \"pedagogy of connection,\" which imbues medical education with a sense of purpose and joy, preparing future medical professionals to address the challenges of our ever-evolving society and healthcare systems. The connections fostered by this pedagogy occur in complementary dimensions: (a) healthcare system and society, (b) community, (c) profession, (d) patients, and (e) ourselves. This innovative pedagogy enhances medical education discourse and practice by emphasising the development of a professional identity grounded in social justice and patient-centred care, which remain challenges for current medical education systems. As the global medical education community embraces decolonisation, this pedagogy offers a framework that can be adapted and enriched in various contexts worldwide, fostering opportunities for mutual learning from diverse educational systems in a dialogical and democratic manner.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"37-45"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141875276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Establishing new medical schools in diverse contexts: A novel conceptual framework for success.","authors":"Sneha Kirubakaran, Koshila Kumar, Paul Worley, Joanne Pimlott, Jennene Greenhill","doi":"10.1111/medu.15421","DOIUrl":"10.1111/medu.15421","url":null,"abstract":"<p><strong>Background: </strong>Establishing a new medical school is a significant venture involving many complex political, social, economic, educational, and organisational considerations. The published literature on the process of establishing a new medical school is, however, under-developed with minimal empirical research and no explicit reference to theory. This research sought to address these gaps and establish an empirical and theoretical evidence-base for the process of new medical school establishment in diverse contexts, particularly medically under-served areas.</p><p><strong>Methods: </strong>A Critical Realist Multiple Case Study was undertaken to examine the establishment of new medical schools across three continents. Data were collected between 2016 and 2018 through observational data gathered on site visits to three medical schools in medically under-served areas, relevant documents/audio-visual materials, and semi-structured interviews with key founding personnel. Data were analysed using the Critical Realist approach. Institutional Entrepreneurship theory was applied, adapted, and extended to explore and explain the phenomenon of new medical school establishment in diverse contexts.</p><p><strong>Results: </strong>This study identifies eight critical success factors underpinning new medical school establishment. Framed as the Eight C's Framework (8CF), these factors include Context (field conditions), Catalysts (institutional entrepreneurs), Conducing (helping to bring about a particular situation or outcome), Collecting (resources), Connecting (relationships), Convincing (rationales), Challenges, and Consequences (outcomes). 8CF highlights that new medical schools are successfully established when Catalysts act within their Contexts to undertake the tasks of Conducing, Convincing, Collecting, and Connecting in order to produce desired Consequences and overcome Challenges.</p><p><strong>Conclusions: </strong>The Eight C's Framework is a theory-based, empirically supported framework that can be applied across different contexts to strategically guide the successful establishment of new medical schools. Founding leaders and stakeholders could use 8CF to ensure their establishment efforts are underpinned by theory and scholarship.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"25-36"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using theoretical engagement to understand workplace learning across contexts-Bringing worlds apart together.","authors":"Francisco M Olmos-Vega, Renée E Stalmeijer","doi":"10.1111/medu.15481","DOIUrl":"10.1111/medu.15481","url":null,"abstract":"<p><p>The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context-specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However, to what extent is the research performed thus far transferable across professional contexts, cultures and borders? To what extent has WPL research sufficiently addressed the contextual characteristics of WPL to enable the evaluation of its transferability? To what extent have methodological and theoretical approaches enabled the building of understanding across contexts? We propose that heightening the transferability of WPL research as well as opening up the conversation to more diverse WPL contexts, settings and cultures will require mapping context and theoretical engagement. To explore what theoretical engagement may afford to our understanding of the influence of context on WPL, we use two theories: Landscapes of Practice and Figured Worlds. These theories with sociocultural groundings provide concrete lenses to understand the interplay between the individual and the context. We conclude with implications for research and practice and advocate for more attention to research practices that may deepen our understanding and heighten the transferability of workplace learning research.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"65-74"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141893800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world.","authors":"Siew Ping Han, Ben Kumwenda","doi":"10.1111/medu.15455","DOIUrl":"10.1111/medu.15455","url":null,"abstract":"<p><p>Online learning has the potential to enhance open and equitable access to medical education resources globally. Conversely, there are also concerns that it can perpetuate and exacerbate digital inequalities between developed (global North) and developing (global South) countries. In this article, we describe the historical lack of representation of the global South in the design of online medical education, as well as the resulting consequences and potential solutions. We compare the Northern and Southern views of online learning in medical education and identify the different types of barriers to its adoption. We describe how socioeconomic disparities and the historical dominance of the global North over the global South have led to systemic digital inequalities in the design and implementation of online learning in education generally, and in medical education particularly. The lack of representation of global South voices hinders the development of digital learning solutions relevant to local contexts, therefore limiting their effectiveness and sustainability. Thus, we propose approaches to build more equitable partnerships by soliciting local input and local expertise. Further, we discuss the need to maintain local relevance while setting global standards. Overall, we hope to inform and guide the development of more equitable and accessible online education training for a diverse global population.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"56-64"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141300908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time-based versus competency-based medical education: Opportunities and challenges.","authors":"Holly R Khachadoorian-Elia","doi":"10.1111/medu.15567","DOIUrl":"10.1111/medu.15567","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"14-16"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dialogues across difference: Teaching for social justice and inclusion in health professions education.","authors":"Arno K Kumagai, Umberin Najeeb","doi":"10.1111/medu.15556","DOIUrl":"10.1111/medu.15556","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"11-13"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142469419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being the supervisor: A duo-ethnographic exploration of social justice in postgraduate health professions education.","authors":"Janneke Frambach, Susan van Schalkwyk","doi":"10.1111/medu.15485","DOIUrl":"10.1111/medu.15485","url":null,"abstract":"<p><strong>Background: </strong>There is growing global awareness of the importance of matters of equity and social justice. In health professions education (HPE), research has focused at undergraduate level and on health sciences curricula. Increasingly, health care professionals engage in HPE Master's and doctoral studies, where they are educated as curriculum designers and 'producers' of knowledge through their research. Considering their role in shaping what (and how it) is taught in health sciences curricula, questions can be asked about the extent to which postgraduate pedagogies are mindful of matters of social justice. As supervisors of postgraduate HPE students and as directors of such programmes, we interrogated and juxtaposed our perspectives on social justice and how these perspectives influence our postgraduate HPE supervisory and directing practices in our respective contexts.</p><p><strong>Methodology: </strong>Utilising a duo-ethnographic approach, in which we each represented a site of enquiry, we generated data through written reflections and dialogic engagement framed around research questions about (1) our understanding of social justice, (2) how this influenced our practices as postgraduate supervisors and (3) how this influenced our practices and policies as directors of postgraduate studies. We recorded and transcribed our data generation meetings. Based on open coding of the transcriptions and written reflections, we constructed a conversation around our research questions. We integrated our reflexive journals in the conversation.</p><p><strong>Findings and discussion: </strong>Our conversations were characterised by three sets of ideas involving the terminology around social justice, the complex nature of social justice, and the individual and social justice. These played out differently in our contexts, but they caution both of us against assumptions and encourage us to create time for conversations with our students, to consider what we 'teach' them, how we guide them and how we avoid gatekeeping their entry into the disciplinary space.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"104-113"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141855947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What's your experience?: A duoethnographic dialogue to advance disability inclusion in medical education.","authors":"Neera R Jain, Lulu Alwazzan","doi":"10.1111/medu.15450","DOIUrl":"10.1111/medu.15450","url":null,"abstract":"<p><strong>Background: </strong>Although disability inclusion in medical education is gaining interest internationally, scholarship and policy recommendations on this topic largely hail from the US, Canada, Australia and the UK. Existing scholarship, while calling for medical education to enact cultural and attitudinal change related to disability, has yet to exemplify how educators might critically examine their understandings.</p><p><strong>Approach: </strong>As two medical educators and researchers, one based in New Zealand and the other based in Saudi Arabia, we took a duoethnographic approach to explore tensions, possibilities and assumptions regarding disability and disability inclusion in medical education. Through a year-long synchronous and asynchronous dialogue, we examined our experiences in relation to literature from critical disability studies and disability inclusion in medical education.</p><p><strong>Findings: </strong>We present recurrent themes from our dialogue. We consider what disability means, explore definitions and models of disability in our contexts, as well as our lived curriculum of disability. We grapple with the applicability of disability inclusion practices across borders. We explore the complexity of supporting access without a clear roadmap, while recognising educators' potential in this work. Finally, we recognise that, if disability is relational, we have the power and responsibility to address ableism in medical education. Throughout, we return to the importance of local consultation with disabled people (learners, physicians) to better understand how services ought to be oriented.</p><p><strong>Conclusion: </strong>Duoethnographic dialogue is a fruitful approach to critically examine understandings of disability with others and represents a necessary start to work in education that seeks to advance justice. We share possible actions to take the work forward beyond dialogue and suggest that readers engage in such dialogues with others in their own contexts.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":"124-133"},"PeriodicalIF":4.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141284158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}