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The quest for normality.

Rachel H Ellaway1

  • 1Department of Community Health Sciences and Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada. rachel.ellaway@ucalgary.ca.

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Summary
This summary is machine-generated.

Returning to "normal" in health professions education may not be the ideal objective. Educators should consider alternative goals for learners, educators, and researchers to improve outcomes.

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Area of Science:

  • Health Professions Education
  • Medical Education Research
  • Educational Leadership

Background:

  • The concept of 'returning to normal' is frequently discussed post-pandemic.
  • This concept carries significant implications for the field of health professions education.
  • The current educational landscape necessitates a critical evaluation of established norms.

Discussion:

  • The pursuit of normality might hinder innovation and adaptation in health professions education.
  • Reflecting on the meaning of 'normal' is crucial for educators, learners, and researchers.
  • Alternative goals that foster growth and resilience may be more beneficial than returning to a previous state.

Key Insights:

  • The notion of 'normal' in health professions education is subjective and potentially limiting.
  • Challenging the status quo can lead to more effective and equitable educational outcomes.
  • The editorial advocates for a critical re-evaluation of educational goals and practices.

Outlook:

  • Future directions in health professions education should focus on continuous improvement and adaptability.
  • Encouraging a shift from 'normal' to 'optimal' educational environments is recommended.
  • Further research is needed to explore innovative models in health professions education.