Abstract
As human beings, we all have blind spots. Most obvious are our visual blind spots,
such as where the optic nerve meets the retina and our inability to see behind us. It
can be more difficult to acknowledge our other types of blind spots, like unexamined
beliefs, assumptions, or biases. While each individual has blind spots, groups can share
blind spots that limit change and innovation or even systematically disadvantage certain
other groups. In this article, we provide a definition of blind spots in medical
education, and offer examples, including unfamiliarity with the evidence and theory
informing medical education, lack of evidence supporting well-accepted and influential
practices, significant absences in our scholarly literature, and the failure to engage
patients in curriculum development and reform. We argue that actively helping each other
see blind spots may allow us to avoid pitfalls and take advantage of new opportunities
for advancing medical education scholarship and practice. When we expand our collective
field of vision, we can also envision more “adjacent possibilities,” future states near
enough to be considered but not so distant as to be unimaginable. For medical education
to attend to its blind spots, there needs to be increased participation among all
stakeholders and a commitment to acknowledging blind spots even when that may cause
discomfort. Ultimately, the better we can see blind spots and imagine new possibilities,
the more we will be able to adapt, innovate, and reform medical education to prepare and
sustain a physician workforce that serves society’s needs.
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