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논문 기본 정보

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저자정보
한희영 (Southern Illinois University) Amy Clithero-Eridon (University of New Mexico) Manuel João Costa (School of Medicine University Braga) Caitriona A. Dennis (University of Leeds) J. Kevin Dorsey (Southern Illinois University School of Medicine) Kulsoom Ghias (Aga Khan University) Alex Hopkins (Southern Illinois University School of Medicine) Kauser Jabeen (Aga Khan University) Debra Klamen (Southern Illinois University School of Medicine) Sophia Matos (Southern Illinois University School of Medicine) John D. Mellinger (Southern Illinois University School of Medicine) Harm Peters (Universitätsmedizin Berlin) Suzanne Pitama (University of Otago) C. Leslie Smith (Southern Illinois University School of Medicine) Susan F. Smith (Imperial College School of Medicine) Boyung Suh (Southern Illinois University School of Medicine) Sookyung Suh (Southern Illinois University School of Medicine) Marko Zdravković (University Medical Centre Maribor)
저널정보
한국의학교육학회 Korean Journal of Medical Education Korean Journal of Medical Education 제33권 제4호
발행연도
2021.12
수록면
393 - 404 (12page)

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초록· 키워드

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The required adjustments precipitated by the coronavirus disease 2019 crisis have been challenging, but also represent a critical opportunity for the evolution and potential disruptive and constructive change of medical education. Given that the format of medical education is not fixed, but malleable and in fact must be adaptable to societal needs through ongoing reflexivity, we find ourselves in a potentially transformative learning phase for the field. An Association for Medical Education in Europe ASPIRE Academy group of 18 medical educators from seven countries was formed to consider this opportunity, and identified critical questions for collective reflection on current medical education practices and assumptions, with the attendant challenge to envision the future of medical education. This was achieved through online discussion as well as asynchronous collective reflections by group members. Four major themes and related conclusions arose from this conversation: Why we teach: the humanitarian mission of medicine should be reinforced; what we teach: disaster management, social accountability and embracing an environment of complexity and uncertainty should be the core; how we teach: open pathways to lean medical education and learning by developing learners embedded in a community context; and whom we teach: those willing to take professional responsibility. These collective reflections provide neither fully matured digests of the challenges of our field, nor comprehensive solutions; rather they are offered as a starting point for medical schools to consider as we seek to harness the learning opportunities stimulated by the pandemic.
#COVID-19 pandemic #Medical education #Forecasting #Distance education #Social responsibility

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참고문헌 (51)

참고문헌 신청
Di Donata V / Fresh out of medical school, young Italian doctors are being fast-tracked to the coronavirus frontline google schola Gibbs T / 2020 / The COVID-19 pandemic: provoking thought and encouraging change / Med Teach 42(7):738~740 google schola Frenk J / 2010 / Health professionals for a new century: transforming education to strengthen health systems in an interdependent world / Lancet 376(9756):1923~1958 google schola Giddens A / 1991 / Modernity and self-identity: self and society in the late modern age / Polity Press google schola Mezirow J / 2000 / Learning as Transformation Critical Perspectives on a Theory in Progress / Jossey-Bass :3~33 google schola

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