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The promise of a health professions education imagination.

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Title: The promise of a health professions education imagination.
Source: Medical Education. Jan2022, Vol. 56 Issue 1, p64-70. 7p.
Subjects: Health education, Sociology, Teaching, Social factors, Medical personnel, Theory of knowledge, Imagination, Conceptual structures, Philosophy, Medical education
Abstract: Context Social factors play a key role in health professions education and are thus a foundational topic that medical trainees must be taught. Although medical educators have discussed the best ways to teach these concepts for decades, there are still significant barriers to full incorporation of 'the social' into medical training. Framework Building upon previous scholarship in medical education, the author argues for the development in trainees of a 'health professions education imagination' or a unique 'quality of mind' that facilitates navigating competing ways of knowing. This concept borrows explicitly from 'the sociological imagination', which is briefly described. Next, some of the principles of thinking that might contribute to a similar 'imagination' in health professions education are identified. Finally, exemplars are provided highlighting how recent scholars have used their health professions education imaginations in recent research and teaching practice. Implications: The health professions education imagination provides a useful framework to help guide clinical and research trainees to integrate the epistemologically diverse forms of knowledge they are exposed to and to break down the silos that these forms of knowledge are commonly taught within. The author describes the development of a "quality of mind" in health professions trainees challenged with navigating competing knowledge frameworks called the "health professions education imagination". [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Context Social factors play a key role in health professions education and are thus a foundational topic that medical trainees must be taught. Although medical educators have discussed the best ways to teach these concepts for decades, there are still significant barriers to full incorporation of 'the social' into medical training. Framework Building upon previous scholarship in medical education, the author argues for the development in trainees of a 'health professions education imagination' or a unique 'quality of mind' that facilitates navigating competing ways of knowing. This concept borrows explicitly from 'the sociological imagination', which is briefly described. Next, some of the principles of thinking that might contribute to a similar 'imagination' in health professions education are identified. Finally, exemplars are provided highlighting how recent scholars have used their health professions education imaginations in recent research and teaching practice. Implications: The health professions education imagination provides a useful framework to help guide clinical and research trainees to integrate the epistemologically diverse forms of knowledge they are exposed to and to break down the silos that these forms of knowledge are commonly taught within. The author describes the development of a "quality of mind" in health professions trainees challenged with navigating competing knowledge frameworks called the "health professions education imagination". [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan2022
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