{"title":"Can we be too gritty?","authors":"Marlena Calo, Belinda Judd, Casey L Peiris","doi":"10.1111/medu.15594","DOIUrl":"https://doi.org/10.1111/medu.15594","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142983936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Patients are expected to be actively engaged as partners in education. However, little is known about what these partnerships mean and how they can be achieved in practice. This qualitative case study explored patients', educators' and students' perceptions of patient partnerships in health care education. Participants felt that true partnerships were about valuing patients for their contributions, irrespective of the extent of their involvement. This contrasts established conceptualisations of patient partnerships as requiring equality and as only being achievable at the highest levels of involvement. A model for achieving patient partnerships in educational practice is proposed.</p><p> <span>Bennett-Weston, A</span>, <span>Gay, S</span>, <span>Anderson, E</span>. <span>Reflecting on the spectrum of involvement: how do we involve patients as partners in education?</span> <i>Med Educ</i> <span>2025</span>; <span>59</span>(<span>2</span>): <span>198</span>-<span>209</span>. 10.1111/medu.15484.</p><p>Little is known about how primary care professionals cultivate a positive attitude to caring for patients in complex and challenging social situations. Qualitative analysis undertaken in this study of that issue identified two themes about their passion: (i) the joy derived from interacting with patients and (ii) the joy derived from professional growth or development. Despite the inherent challenges, professionals demonstrated vibrancy and pleasure in their interactions with patients and their professional development. Several factors about developing, maintaining and spreading a positive attitude were also identified. These findings may contribute to a reduction in the disparity of distribution of primary care by highlighting ways in which interest in primary care can be raised.</p><p> <span>Mizumoto, J</span>, <span>Fujikawa, H</span>, <span>Mitsuyama, T</span>, <span>Izumiya, M</span>, <span>Eto, M</span>. <span>Positive perspectives of primary care professionals toward patients in complex and challenging social situations in Japan: an educational opportunity</span>. <i>Med Educ</i> <span>2025</span>; <span>59</span>(<span>2</span>): <span>188</span>-<span>197</span>. 10.1111/medu.15488.</p><p>Effective medical training hinges on well-timed and structured rituals that transition students from academia to clinical practice. This study explores how these rituals shape professional identity in medical trainees. Key findings suggest that a successful training program includes sequential rituals in the transition period, with clear start and end points, senior supervision and opportunities for reflection and practice. The research emphasizes that such rituals are crucial for fostering consistent professional identities and advancing medical careers.</p><p> <span>Hong, J-H</span>, <span>Chu, C-L</span>, <span>Tsai, D F-C</span>, <span>Liao, E-C</span>, <span>Yeh, H-M</span>. <span>Impact of limin
{"title":"February in this issue","authors":"Sarah Tatum George","doi":"10.1111/medu.15600","DOIUrl":"10.1111/medu.15600","url":null,"abstract":"<p>Patients are expected to be actively engaged as partners in education. However, little is known about what these partnerships mean and how they can be achieved in practice. This qualitative case study explored patients', educators' and students' perceptions of patient partnerships in health care education. Participants felt that true partnerships were about valuing patients for their contributions, irrespective of the extent of their involvement. This contrasts established conceptualisations of patient partnerships as requiring equality and as only being achievable at the highest levels of involvement. A model for achieving patient partnerships in educational practice is proposed.</p><p>\u0000 <span>Bennett-Weston, A</span>, <span>Gay, S</span>, <span>Anderson, E</span>. <span>Reflecting on the spectrum of involvement: how do we involve patients as partners in education?</span> <i>Med Educ</i> <span>2025</span>; <span>59</span>(<span>2</span>): <span>198</span>-<span>209</span>. 10.1111/medu.15484.</p><p>Little is known about how primary care professionals cultivate a positive attitude to caring for patients in complex and challenging social situations. Qualitative analysis undertaken in this study of that issue identified two themes about their passion: (i) the joy derived from interacting with patients and (ii) the joy derived from professional growth or development. Despite the inherent challenges, professionals demonstrated vibrancy and pleasure in their interactions with patients and their professional development. Several factors about developing, maintaining and spreading a positive attitude were also identified. These findings may contribute to a reduction in the disparity of distribution of primary care by highlighting ways in which interest in primary care can be raised.</p><p>\u0000 <span>Mizumoto, J</span>, <span>Fujikawa, H</span>, <span>Mitsuyama, T</span>, <span>Izumiya, M</span>, <span>Eto, M</span>. <span>Positive perspectives of primary care professionals toward patients in complex and challenging social situations in Japan: an educational opportunity</span>. <i>Med Educ</i> <span>2025</span>; <span>59</span>(<span>2</span>): <span>188</span>-<span>197</span>. 10.1111/medu.15488.</p><p>Effective medical training hinges on well-timed and structured rituals that transition students from academia to clinical practice. This study explores how these rituals shape professional identity in medical trainees. Key findings suggest that a successful training program includes sequential rituals in the transition period, with clear start and end points, senior supervision and opportunities for reflection and practice. The research emphasizes that such rituals are crucial for fostering consistent professional identities and advancing medical careers.</p><p>\u0000 <span>Hong, J-H</span>, <span>Chu, C-L</span>, <span>Tsai, D F-C</span>, <span>Liao, E-C</span>, <span>Yeh, H-M</span>. <span>Impact of limin","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 2","pages":"135"},"PeriodicalIF":4.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"For the sake of co-regulated learning, consider mindsets, culture and time.","authors":"Jiaxi Tan, David A Hirsh, Honghe Li","doi":"10.1111/medu.15605","DOIUrl":"https://doi.org/10.1111/medu.15605","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reflecting on the long-observed dichotomy between ‘objective’ and ‘subjective’ assessments, Norcini suggests that all assessments are based on judgments and, hence, we need to be cautious when drawing implications from the distinction.
{"title":"The trope of ‘subjectivity’ versus ‘objectivity’ in summative assessment","authors":"John Norcini","doi":"10.1111/medu.15606","DOIUrl":"10.1111/medu.15606","url":null,"abstract":"<p>Reflecting on the long-observed dichotomy between ‘objective’ and ‘subjective’ assessments, Norcini suggests that all assessments are based on judgments and, hence, we need to be cautious when drawing implications from the distinction.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 4","pages":"360-362"},"PeriodicalIF":4.9,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>We must be mindful of the language we use when caring for patients. This is regularly emphasized in medical education curricula, particularly when teaching trainees how to practice cultural humility and trauma-informed care for patients from marginalized communities. It is, therefore, simultaneously troubling and unsurprising to read ‘Beyond Inclusion Politics: A Critical Discourse Analysis of Sex and Gender in Medical Education’.<span><sup>1</sup></span> In it, Kariyawasam et al. report, through an autoethnographic examination of a preclinical undergraduate medical school curriculum, that the everyday use of ill-defined gendered and sexed language was not only present but also found to uphold systems of transphobia and cisheteropatriarchy within medicine. Here, we explore our own reactions to the authors' use of language because these reactions emphasize important aspects of their conclusions.</p><p>In the spirit of autoethnographic introspection, we felt a sense of discomfort when first reading this autoethnography because of the way in which the authors powerfully wielded language. Their words pierced our fragile academic skin: ‘Trans and intersex bodies cannot be considered addendums to be tacked on to a foundation of cisnormative and inaccurate teaching’.<span><sup>1</sup></span> Reading the article, we found ourselves attempting to appease our discomfort by interrogating the piece's methodologic rigour, looking for tables that clearly documented exactly which words the autoethnographer had recorded. This level of seeking word-for-word proof was unfair: it is not a practice which we typically undertake or expect of other manuscripts. Unsettled by our own discomfort, we asked ourselves, ‘Where is this disconcertion coming from?’ As we share our journey to answer this question, we would be remiss not to acknowledge that we, two queer, cisgendered individuals are permitted to comment on a piece describing the repetitive harms of sexed and gendered language on trans and gender diverse individuals in medical education. Upon reflection, we realized that the discomfort we felt during our initial review of this autoethnography is likely rooted in the politics of our identities and the power that comes from the language we use. Written plainly, the authors did not write like we do. We never questioned the authors' core findings, but rather, we questioned whether this piece was appropriate for this academic setting.</p><p>Because the authors so directly critiqued the cisheteropatriarchy in medical education, we defensively hid behind assessing methodology as a gatekeeping tool to determine whether this article was worthy of joining our academic dialogue. We were empowered as if we were the gatekeepers of this academic dialogue. In so doing, we committed an act of epistemic violence through our reflexive actions to judge the legitimacy of this work. Epistemic violence refers to the active oppression and displacement of non-dominant communities from
{"title":"When language engenders discomfort","authors":"Justin P. Boyle, Justin L. Bullock","doi":"10.1111/medu.15598","DOIUrl":"10.1111/medu.15598","url":null,"abstract":"<p>We must be mindful of the language we use when caring for patients. This is regularly emphasized in medical education curricula, particularly when teaching trainees how to practice cultural humility and trauma-informed care for patients from marginalized communities. It is, therefore, simultaneously troubling and unsurprising to read ‘Beyond Inclusion Politics: A Critical Discourse Analysis of Sex and Gender in Medical Education’.<span><sup>1</sup></span> In it, Kariyawasam et al. report, through an autoethnographic examination of a preclinical undergraduate medical school curriculum, that the everyday use of ill-defined gendered and sexed language was not only present but also found to uphold systems of transphobia and cisheteropatriarchy within medicine. Here, we explore our own reactions to the authors' use of language because these reactions emphasize important aspects of their conclusions.</p><p>In the spirit of autoethnographic introspection, we felt a sense of discomfort when first reading this autoethnography because of the way in which the authors powerfully wielded language. Their words pierced our fragile academic skin: ‘Trans and intersex bodies cannot be considered addendums to be tacked on to a foundation of cisnormative and inaccurate teaching’.<span><sup>1</sup></span> Reading the article, we found ourselves attempting to appease our discomfort by interrogating the piece's methodologic rigour, looking for tables that clearly documented exactly which words the autoethnographer had recorded. This level of seeking word-for-word proof was unfair: it is not a practice which we typically undertake or expect of other manuscripts. Unsettled by our own discomfort, we asked ourselves, ‘Where is this disconcertion coming from?’ As we share our journey to answer this question, we would be remiss not to acknowledge that we, two queer, cisgendered individuals are permitted to comment on a piece describing the repetitive harms of sexed and gendered language on trans and gender diverse individuals in medical education. Upon reflection, we realized that the discomfort we felt during our initial review of this autoethnography is likely rooted in the politics of our identities and the power that comes from the language we use. Written plainly, the authors did not write like we do. We never questioned the authors' core findings, but rather, we questioned whether this piece was appropriate for this academic setting.</p><p>Because the authors so directly critiqued the cisheteropatriarchy in medical education, we defensively hid behind assessing methodology as a gatekeeping tool to determine whether this article was worthy of joining our academic dialogue. We were empowered as if we were the gatekeepers of this academic dialogue. In so doing, we committed an act of epistemic violence through our reflexive actions to judge the legitimacy of this work. Epistemic violence refers to the active oppression and displacement of non-dominant communities from ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"261-263"},"PeriodicalIF":4.9,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142927493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>In this issue of the journal, Tan et al.<span><sup>1</sup></span> offer an excellent contribution to the study of medical education through their paper entitled ‘How Do Medical Students' Expectations Shape Their Experiences of Wellbeing Programs?’<span><sup>1</sup></span> The authors explore an important gap in the literature by asking how individual medical students' personal backgrounds relate to their experiences of the well-being programmes offered by their institution. Through a qualitative case study methodology and an ‘Institutional Ethnographic’ lens, semi-structured interviews were conducted with medical students. Further, document analysis was conducted, and field notes were analysed alongside the interviews.</p><p>The article contextualises the school's well-being programme by explaining it to be mandatory, offered through a ‘House System’, and involving the assignment of personal tutors to students. In parallel, partially funded by the medical school in an unofficial capacity, runs the ‘HouseFam’ system of student-for-student well-being support. Tan et al.<span><sup>1</sup></span> explored how students make meaning from these systems by focusing on promises, sense-making, reciprocity, empowerment and legitimacy. The contrast between the two systems is particularly compelling and informative.</p><p>The well-being supports offered through the institutionally-run House System appear to play a useful role in forming friendships, building peer support and implementing events such as the White Coat Ceremony. It appears, in other words, to be a valuable resource, while at the same time, raising important questions about the extent to which some medical students can relate to formalised programmes. The experiences of those who ‘felt like outsiders’ is of particular interest in this regard as they appeared more likely to have unmet ‘expectations’. It is unfortunately ironic that even our wellness programmes can leave people feeling ‘othered’ or ‘excluded’. Further research is needed to understand the factors that cause such feelings and the relationship between intersectionality, bias and prejudice.<span><sup>2, 3</sup></span> Tan et al. offer an intriguing lead though when they observe that some students felt their interactions with well-being tutors to be ‘transactional’ rather than ‘relational’ in nature.</p><p>In hindsight, we should likely not be surprised that reciprocity between student and tutor is ‘continuously contested’ even within the social contract intended to enable wellness. Any programme that does not actively include its participants in every stage of planning, development and quality improvement is likely to struggle to create an engaged and embodied student user-base. That the medical school indirectly supports the parallel programme established by the medical students suggests an institution that is very much working towards supporting well-being among its students; that students felt compelled to establish a secondary
{"title":"Beyond one-size-fits-all: Reimagining well-being programmes in medical education through student expectations and agency","authors":"Nabeela Kajee, Elize Archer","doi":"10.1111/medu.15604","DOIUrl":"10.1111/medu.15604","url":null,"abstract":"<p>In this issue of the journal, Tan et al.<span><sup>1</sup></span> offer an excellent contribution to the study of medical education through their paper entitled ‘How Do Medical Students' Expectations Shape Their Experiences of Wellbeing Programs?’<span><sup>1</sup></span> The authors explore an important gap in the literature by asking how individual medical students' personal backgrounds relate to their experiences of the well-being programmes offered by their institution. Through a qualitative case study methodology and an ‘Institutional Ethnographic’ lens, semi-structured interviews were conducted with medical students. Further, document analysis was conducted, and field notes were analysed alongside the interviews.</p><p>The article contextualises the school's well-being programme by explaining it to be mandatory, offered through a ‘House System’, and involving the assignment of personal tutors to students. In parallel, partially funded by the medical school in an unofficial capacity, runs the ‘HouseFam’ system of student-for-student well-being support. Tan et al.<span><sup>1</sup></span> explored how students make meaning from these systems by focusing on promises, sense-making, reciprocity, empowerment and legitimacy. The contrast between the two systems is particularly compelling and informative.</p><p>The well-being supports offered through the institutionally-run House System appear to play a useful role in forming friendships, building peer support and implementing events such as the White Coat Ceremony. It appears, in other words, to be a valuable resource, while at the same time, raising important questions about the extent to which some medical students can relate to formalised programmes. The experiences of those who ‘felt like outsiders’ is of particular interest in this regard as they appeared more likely to have unmet ‘expectations’. It is unfortunately ironic that even our wellness programmes can leave people feeling ‘othered’ or ‘excluded’. Further research is needed to understand the factors that cause such feelings and the relationship between intersectionality, bias and prejudice.<span><sup>2, 3</sup></span> Tan et al. offer an intriguing lead though when they observe that some students felt their interactions with well-being tutors to be ‘transactional’ rather than ‘relational’ in nature.</p><p>In hindsight, we should likely not be surprised that reciprocity between student and tutor is ‘continuously contested’ even within the social contract intended to enable wellness. Any programme that does not actively include its participants in every stage of planning, development and quality improvement is likely to struggle to create an engaged and embodied student user-base. That the medical school indirectly supports the parallel programme established by the medical students suggests an institution that is very much working towards supporting well-being among its students; that students felt compelled to establish a secondary ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"258-260"},"PeriodicalIF":4.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142882497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>This paper offers a novel conceptual framework outlining factors that are critical for successfully establishing new medical schools in medically under-served areas and beyond. The authors note that establishing a medical school is a significant venture involving many complex and multi-faceted considerations, yet there is limited research and theory available to guide leaders and stakeholders engaged in the process. In this original research, critical realist ways of knowing are adopted, underpinned by emphasis on social accountability, to examine case study medical schools across three continents. Institutional Entrepreneurship theory is then adapted from the business domain to derive the ‘Eight C's Framework’.</p><p> <span>Kirubakaran, S</span>, <span>Kumar, K</span>, <span>Worley, P</span>, <span>Pimlott, J</span>, <span>Greenhill, J</span>. <span>Establishing new medical schools in diverse contexts: a novel conceptual framework for success</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>1</span>): <span>25</span>-<span>36</span>. doi:10.1111/medu.15421.</p><p>Online learning offers opportunities to expand equitable access to medical education worldwide but risks deepening digital inequalities between the global North and South. This cross-cultural dialogue examines the historical underrepresentation of the global South in designing online medical education, highlighting resulting challenges and proposing solutions. Barriers include socioeconomic disparities and systemic digital inequalities rooted in Northern dominance. The absence of Southern perspectives limits the relevance and sustainability of digital learning tools. The authors advocate for equitable partnerships that prioritize local input and expertise while balancing global standards with local needs, aiming to create more inclusive and effective online education for diverse populations.</p><p> <span>Han, SP</span>, <span>Kumwenda, B</span>. <span>Bridging the digital divide: promoting equal access to online learning in an unequal world</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>1</span>): <span>56</span>-<span>64</span>, doi:10.1111/medu.15455.</p><p>This article explores inclusive assessment in health professions education by integrating diverse perspectives from three countries. It highlights the importance of fostering an inclusive assessment culture for equitable education while addressing challenges such as misconceptions about lowering standards, concerns over reliability, and the vague definition of inclusion. The authors emphasize the need to recognize intersectionality in designing assessments and propose practical considerations for health professional education practitioners. These suggestions span global, national, institutional, programmatic, and individual levels, aiming to guide the development of well-contextualized, inclusive assessment practices applicable across the educational continuu
{"title":"January in this issue","authors":"","doi":"10.1111/medu.15582","DOIUrl":"10.1111/medu.15582","url":null,"abstract":"<p>This paper offers a novel conceptual framework outlining factors that are critical for successfully establishing new medical schools in medically under-served areas and beyond. The authors note that establishing a medical school is a significant venture involving many complex and multi-faceted considerations, yet there is limited research and theory available to guide leaders and stakeholders engaged in the process. In this original research, critical realist ways of knowing are adopted, underpinned by emphasis on social accountability, to examine case study medical schools across three continents. Institutional Entrepreneurship theory is then adapted from the business domain to derive the ‘Eight C's Framework’.</p><p>\u0000 <span>Kirubakaran, S</span>, <span>Kumar, K</span>, <span>Worley, P</span>, <span>Pimlott, J</span>, <span>Greenhill, J</span>. <span>Establishing new medical schools in diverse contexts: a novel conceptual framework for success</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>1</span>): <span>25</span>-<span>36</span>. doi:10.1111/medu.15421.</p><p>Online learning offers opportunities to expand equitable access to medical education worldwide but risks deepening digital inequalities between the global North and South. This cross-cultural dialogue examines the historical underrepresentation of the global South in designing online medical education, highlighting resulting challenges and proposing solutions. Barriers include socioeconomic disparities and systemic digital inequalities rooted in Northern dominance. The absence of Southern perspectives limits the relevance and sustainability of digital learning tools. The authors advocate for equitable partnerships that prioritize local input and expertise while balancing global standards with local needs, aiming to create more inclusive and effective online education for diverse populations.</p><p>\u0000 <span>Han, SP</span>, <span>Kumwenda, B</span>. <span>Bridging the digital divide: promoting equal access to online learning in an unequal world</span>. <i>Med Educ.</i> <span>2025</span>; <span>59</span>(<span>1</span>): <span>56</span>-<span>64</span>, doi:10.1111/medu.15455.</p><p>This article explores inclusive assessment in health professions education by integrating diverse perspectives from three countries. It highlights the importance of fostering an inclusive assessment culture for equitable education while addressing challenges such as misconceptions about lowering standards, concerns over reliability, and the vague definition of inclusion. The authors emphasize the need to recognize intersectionality in designing assessments and propose practical considerations for health professional education practitioners. These suggestions span global, national, institutional, programmatic, and individual levels, aiming to guide the development of well-contextualized, inclusive assessment practices applicable across the educational continuu","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 1","pages":"1"},"PeriodicalIF":4.9,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theories of social capital are used to advance understanding of different types of social connections, the hierarchical space in which they are formed in medicine, and the interdependence of social and cultural capital.
{"title":"Social connections, social capital and social hierarchies in medicine","authors":"Caragh Brosnan, Sarah R. Wright","doi":"10.1111/medu.15587","DOIUrl":"10.1111/medu.15587","url":null,"abstract":"<p>Theories of social capital are used to advance understanding of different types of social connections, the hierarchical space in which they are formed in medicine, and the interdependence of social and cultural capital.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"267-269"},"PeriodicalIF":4.9,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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