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Slow medical education.

Delese Wear1, Joseph Zarconi, Arno Kumagai

  • 1Dr. Wear is professor of family and community medicine, Northeast Ohio Medical University, Rootstown, Ohio. Dr. Zarconi is system vice president for medical education and chief academic officer, Summa Health System, Akron, Ohio, and professor of medicine, Northeast Ohio Medical University, Rootstown, Ohio. Dr. Kumagai is professor of internal medicine and medical education and director, Family Centered Experience and Longitudinal Case Studies Programs, University of Michigan Medical School, Ann Arbor, Michigan. Ms. Cole-Kelly is professor of family medicine and director, Communication in Medicine and Foundations of Clinical Medicine Seminars, Case Western Reserve School of Medicine, Cleveland, Ohio.

Academic Medicine : Journal of the Association of American Medical Colleges
|November 27, 2014
PubMed
Summary
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Slow medical education encourages reflection and interaction, fostering empathy and professional identity in physicians. Deliberately creating these "slow" learning spaces enhances medical training and patient care.

Area of Science:

  • Medical Education
  • Healthcare Professional Development

Background:

  • The field of medical education is increasingly exploring innovative pedagogical approaches.
  • The "slow" movement offers a framework for enhancing reflective practice and humanistic qualities in healthcare.

Purpose of the Study:

  • To explore the integration of "slow" principles into medical education.
  • To identify specific curricular opportunities for fostering reflection and deeper understanding in medical learners.

Main Methods:

  • This perspective paper outlines a conceptual framework for "slow" medical education.
  • It identifies key areas within the medical curriculum, including reading, writing, and clinical encounters (e.g., physical exams), where slowing down is feasible.

Main Results:

Related Experiment Videos

  • Implementing "slow" experiences can cultivate thoughtful reflection, dialogue, and human understanding among medical learners.
  • These practices enable emerging physicians to develop professional identities characterized by reflection, critical awareness, cultural humility, and empathy.

Conclusions:

  • Deliberate creation of "slow" learning spaces is essential throughout medical education, even in demanding clinical settings.
  • Integrating "slow" education can significantly enhance the development of well-rounded, empathetic, and reflective physicians.