Continuing Professional Development and Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
Department of Innovation in Medical Education and Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada.
Perspect Med Educ. 2022 Mar;11(2):115-120. doi: 10.1007/s40037-022-00702-2. Epub 2022 Mar 14.
The COVID-19 pandemic has disrupted the international medical education community in unprecedented ways. The restrictions imposed to control the spread of the virus have upended our routines and forced us to reimagine our work structures, educational programming and delivery of patient care in ways that will likely continue to change how we live and work for the foreseeable future. Yet, despite these interruptions, the pandemic has additionally sparked a transformative impulse in some to actively engage in critical introspection around the future of their work, compelling us to consider what changes could (and perhaps should) occur after the pandemic is over. Drawing on key concepts associated with scholar Paulo Freire's critical pedagogy, this paper serves as a call to action, illuminating the critical imaginings that have come out of this collective moment of struggle and instability, suggesting that we can perhaps create a more just, compassionate world even in the wake of extraordinary hardship.
新冠疫情以空前的方式扰乱了国际医学教育界。为了控制病毒传播而实施的限制措施打乱了我们的常规，迫使我们重新构想我们的工作结构、教育规划和患者护理的提供方式，这些方式可能会继续改变我们可预见的未来的生活和工作方式。然而，尽管有这些中断，这场大流行还在某些方面引发了一种变革的冲动，促使人们积极地对自己工作的未来进行批判性反思，迫使我们考虑在疫情结束后可能会发生（也许应该发生）哪些变化。本文借鉴了与学者保罗·弗莱雷的批判教育学相关的关键概念，呼吁采取行动，阐明了在这一充满斗争和不稳定的集体时刻所产生的批判性想象，表明即使在经历了巨大的困难之后，我们也许可以创造一个更加公正、富有同情心的世界。
