Dr. Soklaridis: Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Associate Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada, and The Wilson Centre for Research in Education, Toronto, Ontario, Canada, and Associate Professor, Department of Family & Community Medicine, University of Toronto, Ontario, Canada. Ms. Cooper: Master of Bioethics Candidate, Centre for Bioethics, Harvard Medical School, Harvard University, Boston, MA. Dr. de Bie: Postdoctoral Research Fellow, Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada .
J Contin Educ Health Prof. 2021 Oct 1;41(4):263-267. doi: 10.1097/CEH.0000000000000390.
In this Foundations article, the authors reflect on the meaning of time through their past work creating novel roles for psychiatric service users to be involved in the education of health professions trainees and faculty. Inspired by music composer Hector Berlioz, the authors explore and critique the ableist, chrononormative temporalities of academia, and medical education. The authors introduce the conception of crip time from critical disability studies and use it to reflect on their experiences of the different temporalities that people bring to service user engagement and other collaborative projects. "Crip time" can help challenge notions of pace and productivity to create a more inclusive space for teachers and learners in health professions education.
在这篇基础文章中，作者通过过去的工作反思时间的意义，这些工作为精神卫生服务使用者创造了新颖的角色，让他们参与到医疗保健专业学生和教师的教育中。受音乐作曲家柏辽兹（Hector Berlioz）的启发，作者探讨并批判了学术界和医学教育中存在的、以能力为导向的、规范的时间观念。作者引入了来自批判性残疾研究的“残障时间”概念，并利用它来反思他们在服务使用者参与和其他合作项目中所经历的不同时间观念。“残障时间”可以帮助挑战速度和效率的观念，为医疗保健专业教育中的教师和学习者创造一个更具包容性的空间。
