Frambach Janneke, van Schalkwyk Susan
Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.
Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.
Med Educ. 2025 Jan;59(1):104-113. doi: 10.1111/medu.15485. Epub 2024 Jul 31.
There is growing global awareness of the importance of matters of equity and social justice. In health professions education (HPE), research has focused at undergraduate level and on health sciences curricula. Increasingly, health care professionals engage in HPE Master's and doctoral studies, where they are educated as curriculum designers and 'producers' of knowledge through their research. Considering their role in shaping what (and how it) is taught in health sciences curricula, questions can be asked about the extent to which postgraduate pedagogies are mindful of matters of social justice. As supervisors of postgraduate HPE students and as directors of such programmes, we interrogated and juxtaposed our perspectives on social justice and how these perspectives influence our postgraduate HPE supervisory and directing practices in our respective contexts.
Utilising a duo-ethnographic approach, in which we each represented a site of enquiry, we generated data through written reflections and dialogic engagement framed around research questions about (1) our understanding of social justice, (2) how this influenced our practices as postgraduate supervisors and (3) how this influenced our practices and policies as directors of postgraduate studies. We recorded and transcribed our data generation meetings. Based on open coding of the transcriptions and written reflections, we constructed a conversation around our research questions. We integrated our reflexive journals in the conversation.
Our conversations were characterised by three sets of ideas involving the terminology around social justice, the complex nature of social justice, and the individual and social justice. These played out differently in our contexts, but they caution both of us against assumptions and encourage us to create time for conversations with our students, to consider what we 'teach' them, how we guide them and how we avoid gatekeeping their entry into the disciplinary space.
全球对公平和社会正义问题重要性的认识日益提高。在卫生专业教育（HPE）中，研究主要集中在本科层面和健康科学课程。越来越多的医疗保健专业人员参与HPE硕士和博士研究，在这些研究中，他们作为课程设计者和通过研究产生知识的“生产者”接受教育。考虑到他们在塑造健康科学课程所教授内容（以及教授方式）方面的作用，可以提出关于研究生教学法在多大程度上关注社会正义问题的疑问。作为研究生HPE学生的导师以及此类项目的主任，我们审视并对比了我们对社会正义的观点，以及这些观点如何在各自背景下影响我们的研究生HPE指导和管理实践。
采用双民族志方法，我们各自代表一个研究地点，通过围绕以下研究问题的书面反思和对话互动来生成数据：（1）我们对社会正义的理解；（2）这如何影响我们作为研究生导师的实践；（3）这如何影响我们作为研究生研究主任的实践和政策。我们记录并转录了数据生成会议。基于对转录内容和书面反思的开放编码，我们围绕研究问题构建了一场对话。我们将反思性日志融入对话中。
我们的对话具有三组观点，涉及社会正义的术语、社会正义的复杂性质以及个人与社会正义。这些在我们各自的背景下表现不同，但它们都提醒我们两人不要做出假设，并鼓励我们为与学生的对话留出时间，思考我们“教”给他们什么、如何指导他们以及如何避免阻碍他们进入学科领域。
