Digging Deeper, Zooming Out: Reimagining Legacies in Medical Education

Author:

Sukhera Javeed1ORCID,Ölveczky Daniele2,Colbert-Getz Jorie3,Fernandez Andres4,Ho Ming-Jung5,Ryan Michael S.6,Young Meredith E.7

Affiliation:

1. J. Sukherais chair/chief of psychiatry, Hartford Hospital and the Institute of Living, and associate clinical professor of psychiatry, Yale School of Medicine, Hartford, Connecticut; ORCID:.

2. D. Ölveczkyis assistant professor of medicine and codirector, Health Equity and Anti-Racism Theme, Harvard Medical School, and physician director, Office of Diversity, Equity and Inclusion, Beth Israel Deaconess Medical Center, Boston, Massachusetts; ORCID:.

3. J. Colbert-Getzis assistant dean of education quality improvement and associate professor, Department of Internal Medicine, Spencer Fox Eccles School of Medicine at the University of Utah, Salt Lake City, Utah; ORCID:.

4. A. Fernandezis assistant professor, Department of Neurology, Thomas Jefferson University, Philadelphia, Pennsylvania, and a PhD student, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID:.

5. M.-J. Hois professor of family medicine, associate director, Center for Innovation and Leadership in Education, and director of education research, MedStar Health, Georgetown University, Washington, DC; ORCID:.

6. M.S. Ryanis associate dean for assessment, evaluation, research and scholarly innovation, and professor, Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia, and a PhD student, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID:.

7. M.E. Youngis associate professor, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada; ORCID:.

Abstract

Although the wide-scale disruption precipitated by the COVID-19 pandemic has somewhat subsided, there are many questions about the implications of such disruptions for the road ahead. This year’s Research in Medical Education (RIME) supplement may provide a window of insight. Now, more than ever, researchers are poised to question long-held assumptions while reimagining long-established legacies. Themes regarding the boundaries of professional identity, approaches to difficult conversations, challenges of power and hierarchy, intricacies of selection processes, and complexities of learning climates appear to be the most salient and critical to understand. In this commentary, the authors use the relationship between legacies and assumptions as a framework to gain a deeper understanding about the past, present, and future of RIME.

Publisher

Ovid Technologies (Wolters Kluwer Health)

Subject

Education,General Medicine

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