Southern Illinois University School of Medicine, Springfield, IL, USA.
University of New Mexico, Albuquerque, NM, USA.
Korean J Med Educ. 2021 Dec;33(4):393-404. doi: 10.3946/kjme.2021.207. Epub 2021 Nov 30.
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.
由 2019 年冠状病毒病危机引发的必要调整颇具挑战性，但也为医学教育的发展和潜在的颠覆性与建设性变革提供了一个关键契机。鉴于医学教育的模式并非固定不变，而是具有可塑性，并且事实上必须通过持续的反思来适应社会需求，我们正处于该领域的潜在变革性学习阶段。一个由来自七个国家的 18 名医学教育工作者组成的欧洲医学教育协会（AMEE）ASPIRE 学院小组应运而生，以抓住这一契机，并就当前医学教育实践和假设提出了一些关键性问题，同时也提出了对医学教育未来进行设想的挑战。这是通过在线讨论以及小组成员的异步集体反思来实现的。通过这次对话，产生了四个主要主题和相关结论：为何而教：应加强医学的人道主义使命；教什么：灾难管理、社会问责制以及接受复杂和不确定的环境应成为核心内容；如何教：为学习者提供开放的医学教育途径，让他们在社区环境中通过学习来发展；以及教谁：那些愿意承担专业责任的人。这些集体反思既没有完全成熟地总结我们领域面临的挑战，也没有提出全面的解决方案；相反，它们是作为一个起点提供给医学院校，供我们在寻求利用大流行带来的学习机会时参考。
