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Problems of problem-based learning: Towards transformative critical pedagogy in medical education
Alice Cavanagh1,2, Meredith Vanstone3,4, Stacey Ritz5,6
1Health Policy PhD Program, McMaster University, Hamilton, ON, Canada. cavanaam@mcmaster.ca.
Perspectives on Medical Education
|January 12, 2019
Summary
Problem-based medical education can reinforce deterministic thinking about health disparities. Paolo Freire
Area of Science:
- Medical Education
- Social Determinants of Health
- Critical Pedagogy
Background:
- Problem-based medical education (PBME) often relies on a biomedical worldview.
- This perspective can entrench deterministic thinking regarding health disparities influenced by social and cultural factors.
- Medical trainees may struggle to recognize the social origins of illness.
Purpose of the Study:
- To explore the utility of Paolo Freire's critical pedagogy in medical education.
- To enable medical learners to perceive and address the social determinants of health.
- To advance health equity and train responsive health professionals.
Main Methods:
- This is a perspective paper.
- It analyzes the potential application of Freire's critical pedagogy within medical training.
- It considers how problem-posing education can reshape physician-patient relationships and understanding of health.
Main Results:
- Critical pedagogy offers a framework to challenge deterministic views in medical education.
- It can empower learners to identify and act upon the social roots of illness.
- This approach can foster a more nuanced understanding of health disparities.
Conclusions:
- Adopting a problem-posing educational model can enhance medical trainees' awareness of social determinants of health.
- This pedagogical shift is crucial for advancing health equity.
- It can redefine physicians' relationships with knowledge, identity, and their patients, promoting culturally responsive care.
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