扰乱卫生专业教育研究:研究规划期间批判性反思实践指南。

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Danica Sims, Paul Saunders
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引用次数: 0

摘要

研究从来都不是真正中立的;所有的研究本质上都是主观的,因为它是由谁进行的,他们如何思考,以及他们在其中运作的系统所决定的。矛盾的是,尽管反身性具有批判的意图——一种识别和解决研究人员影响的实践——但它往往成为一种肤浅的复选框练习,无法对更深层次的结构性和系统性不平等提出有意义的挑战。因此,卫生专业教育(HPE)的研究往往加剧了全球权力的不平衡,偏袒西方的观点,而排斥来自全球南方和边缘化社区的知识。本文倡导批判性反思实践(CRP),这是一种基于批判理论的方法,将自我反思与深思熟虑的行动相结合,以破坏权力动态并促进研究公平。CRP超越了传统的反身性,通过质疑和改变塑造知识生产和主导研究实践的潜在结构。通过采用CRP,研究人员可以挑战根深蒂固的等级制度,包括和扩大边缘化的观点,并创造促进有意义的社会转型的研究。本文提供了在HPE研究规划中跨个人、人际、地方和全球层面制定CRP的实用指南,为HPE及其他领域做出更公平、更有影响力的贡献铺平了道路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Disrupting Health Professions Education Research: A Guide to Critical Reflexive Praxis during Research Planning.

Research is never truly neutral; all research is inherently subjective because it is shaped by who conducts it, how they think, and the systems they operate within. Paradoxically, despite reflexivity's critical intent - a practice for recognizing and addressing researcher influence - it too often becomes a superficial checkbox exercise that fails to meaningfully challenge deeper structural and systemic inequities. As a result, Health Professions Education (HPE) research often reinforces global power imbalances, privileging Western perspectives while excluding knowledge from the Global South and marginalized communities. This article advocates for Critical Reflexive Praxis (CRP), an approach grounded in Critical Theory, that combines self-reflection with deliberate action to disrupt power dynamics and promote equity in research. CRP extends beyond traditional reflexivity by interrogating and transforming the underlying structures that shape knowledge production and dominant research practice. By adopting CRP, researchers can challenge entrenched hierarchies, include and amplify marginalized perspectives, and create research that fosters meaningful social transformation. This article offers practical guidelines for enacting CRP across individual, interpersonal, local, and global levels during HPE research planning, paving the way for more equitable and impactful contributions to HPE and beyond.

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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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