Digging Deeper, Zooming Out: Reimagining Legacies in Medical Education.

MedStar author(s):
Citation: Academic Medicine. 98(11S):S6-S9, 2023 11 01.PMID: 37983391Institution: Center for Innovation and Leadership in Education (CENTILE)Department: MedStar HealthForm of publication: Journal ArticleMedline article type(s): EditorialSubject headings: *COVID-19 | *Education, Medical | COVID-19/ep [Epidemiology] | Humans | Learning | Pandemics | Social IdentificationYear: 2023ISSN:
  • 1040-2446
Name of journal: Academic medicine : journal of the Association of American Medical CollegesAbstract: Although the wide-scale disruption precipitated by the COVID-19 pandemic has somewhat subsided, there are many questions about the implications of such disruptions for the road ahead. This year's Research in Medical Education (RIME) supplement may provide a window of insight. Now, more than ever, researchers are poised to question long-held assumptions while reimagining long-established legacies. Themes regarding the boundaries of professional identity, approaches to difficult conversations, challenges of power and hierarchy, intricacies of selection processes, and complexities of learning climates appear to be the most salient and critical to understand. In this commentary, the authors use the relationship between legacies and assumptions as a framework to gain a deeper understanding about the past, present, and future of RIME. Copyright © 2023 by the Association of American Medical Colleges.All authors: Sukhera J, Olveczky D, Colbert-Getz J, Fernandez A, Ho MJ, Ryan MS, Young MEFiscal year: FY2024Digital Object Identifier: Date added to catalog: 2024-01-16
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Journal Article MedStar Authors Catalog Article 37983391 Available 37983391

Although the wide-scale disruption precipitated by the COVID-19 pandemic has somewhat subsided, there are many questions about the implications of such disruptions for the road ahead. This year's Research in Medical Education (RIME) supplement may provide a window of insight. Now, more than ever, researchers are poised to question long-held assumptions while reimagining long-established legacies. Themes regarding the boundaries of professional identity, approaches to difficult conversations, challenges of power and hierarchy, intricacies of selection processes, and complexities of learning climates appear to be the most salient and critical to understand. In this commentary, the authors use the relationship between legacies and assumptions as a framework to gain a deeper understanding about the past, present, and future of RIME. Copyright © 2023 by the Association of American Medical Colleges.

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