The Context of Medical Education
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The lens from this article that I would want to focus on the most is evolving attitude (Joseph & Reiegluth (2010). Individuals, organizations, educators, and others should recognize that there are systemic and historic socio-cultural norms that have been perpetuated throughout history and have influenced curriculum, teaching, learning, and research, among other things, according to the evolving mindset lens. In many ways, medical education has historically been exclusive and strict. Curriculum, teaching methods and models, pedagogy, and andragogy in medical education are all profoundly entrenched in archaic learning theory concepts and practices from the turn of the twentieth century. Socrates is credited with developing one of the most popular teaching approaches in medical education (Campbell et al., 2020). The existence of racially charged barriers in medical education affecting admissions of underrepresented minorities to medical school, the continued lack of support for these students once admitted, and the continued reliance on structurally and systemically racist curricula to teach the art of practicing medicine is a very clear issue that has become more clearly understood in the last year or so. Campbell et al. (2020) give a contentious examination of this concept, leading to their final resignation. It is impossible to fathom changing faculty perspectives in a system steeped in tradition and power. Medical educators’ evolving perspectives are crucial for beginning to repair the grave wounds caused by tradition. It will also help faculty see particular demographics as legitimate prospects rather than “risky” admits or “token” diversity cards. The effort required to achieve this necessitates massive paradigm transformations across systems, including administration, accreditation bodies and commissions, and nationwide standardized and centralized examinations (Campbell et al., 2020).
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