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Blind spots in medical education: how can we envision new possibilities?
As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each in...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Bohn Stafleu van Loghum
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9684906/ https://www.ncbi.nlm.nih.gov/pubmed/36417161 http://dx.doi.org/10.1007/s40037-022-00730-y |
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author | Tackett, Sean Steinert, Yvonne Whitehead, Cynthia R. Reed, Darcy A. Wright, Scott M. |
author_facet | Tackett, Sean Steinert, Yvonne Whitehead, Cynthia R. Reed, Darcy A. Wright, Scott M. |
author_sort | Tackett, Sean |
collection | PubMed |
description | As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each individual has blind spots, groups can share blind spots that limit change and innovation or even systematically disadvantage certain other groups. In this article, we provide a definition of blind spots in medical education, and offer examples, including unfamiliarity with the evidence and theory informing medical education, lack of evidence supporting well-accepted and influential practices, significant absences in our scholarly literature, and the failure to engage patients in curriculum development and reform. We argue that actively helping each other see blind spots may allow us to avoid pitfalls and take advantage of new opportunities for advancing medical education scholarship and practice. When we expand our collective field of vision, we can also envision more “adjacent possibilities,” future states near enough to be considered but not so distant as to be unimaginable. For medical education to attend to its blind spots, there needs to be increased participation among all stakeholders and a commitment to acknowledging blind spots even when that may cause discomfort. Ultimately, the better we can see blind spots and imagine new possibilities, the more we will be able to adapt, innovate, and reform medical education to prepare and sustain a physician workforce that serves society’s needs. |
format | Online Article Text |
id | pubmed-9684906 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-96849062022-11-28 Blind spots in medical education: how can we envision new possibilities? Tackett, Sean Steinert, Yvonne Whitehead, Cynthia R. Reed, Darcy A. Wright, Scott M. Perspect Med Educ Eye-Opener As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases. While each individual has blind spots, groups can share blind spots that limit change and innovation or even systematically disadvantage certain other groups. In this article, we provide a definition of blind spots in medical education, and offer examples, including unfamiliarity with the evidence and theory informing medical education, lack of evidence supporting well-accepted and influential practices, significant absences in our scholarly literature, and the failure to engage patients in curriculum development and reform. We argue that actively helping each other see blind spots may allow us to avoid pitfalls and take advantage of new opportunities for advancing medical education scholarship and practice. When we expand our collective field of vision, we can also envision more “adjacent possibilities,” future states near enough to be considered but not so distant as to be unimaginable. For medical education to attend to its blind spots, there needs to be increased participation among all stakeholders and a commitment to acknowledging blind spots even when that may cause discomfort. Ultimately, the better we can see blind spots and imagine new possibilities, the more we will be able to adapt, innovate, and reform medical education to prepare and sustain a physician workforce that serves society’s needs. Bohn Stafleu van Loghum 2022-11-22 2022-12 /pmc/articles/PMC9684906/ /pubmed/36417161 http://dx.doi.org/10.1007/s40037-022-00730-y Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Eye-Opener Tackett, Sean Steinert, Yvonne Whitehead, Cynthia R. Reed, Darcy A. Wright, Scott M. Blind spots in medical education: how can we envision new possibilities? |
title | Blind spots in medical education: how can we envision new possibilities? |
title_full | Blind spots in medical education: how can we envision new possibilities? |
title_fullStr | Blind spots in medical education: how can we envision new possibilities? |
title_full_unstemmed | Blind spots in medical education: how can we envision new possibilities? |
title_short | Blind spots in medical education: how can we envision new possibilities? |
title_sort | blind spots in medical education: how can we envision new possibilities? |
topic | Eye-Opener |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9684906/ https://www.ncbi.nlm.nih.gov/pubmed/36417161 http://dx.doi.org/10.1007/s40037-022-00730-y |
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