Cartmill Carrie, Whitehead Cynthia, Ihekwoaba Esther, Goel Ritika, Green Samantha, Haidar Mona, Harriott Dawnmarie, Wright Sarah
The Wilson Centre, University Health Network and University of Toronto, Ontario, Canada.
Department of Family & Community Medicine, University of Toronto, Ontario, Canada.
Can Med Educ J. 2022 May 3;13(2):5-12. doi: 10.36834/cmej.72841. eCollection 2022 May.
As a paradigm of education that emphasizes equity and social justice, transformative education aims to improve societal structures by inspiring learners to become agents of social change. In an attempt to contribute to transformative education, the University of Toronto MD program implemented a workshop on poverty and health that included tutors with lived experience of poverty. This research aimed to examine how tutors, as members of a group that faces structural oppression, understood their participation in the workshop.
This research drew on qualitative case study methodology and interview data, using the concept of transformative education to direct data analysis and interpretation.
Our findings centred around two broad themes: misalignments between transformative learning and the structures of medical education; and unintended consequences of transformative education within the dominant paradigms of medical education. These misalignments and unintended consequences provided insight into how courses operating within the structures, hierarchies and paradigms of medical education may be limited in their potential to contribute to transformative education.
To be truly transformative, medical education must be willing to try to modify structures that reinforce oppression rather than integrating marginalized persons into educational processes that maintain social inequity.
作为一种强调公平和社会正义的教育范式，变革性教育旨在通过激励学习者成为社会变革的推动者来改善社会结构。为了对变革性教育做出贡献，多伦多大学医学博士项目举办了一个关于贫困与健康的研讨会，其中包括有贫困生活经历的导师。本研究旨在探讨作为面临结构性压迫群体成员的导师如何理解他们参与该研讨会的经历。
本研究采用定性案例研究方法和访谈数据，运用变革性教育的概念来指导数据分析和解读。
我们的研究结果集中在两个广泛的主题上：变革性学习与医学教育结构之间的不一致；以及在医学教育的主导范式内变革性教育产生的意外后果。这些不一致和意外后果揭示了在医学教育的结构、等级制度和范式内运作的课程在促进变革性教育方面的潜力可能如何受到限制。
要真正具有变革性，医学教育必须愿意尝试改变强化压迫的结构，而不是将边缘化群体纳入维持社会不平等的教育过程中。
