Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID-19

Area of Science:

• Medical Education
• Health Care Systems
• Sociomateriality

Background:

• The COVID-19 pandemic necessitated significant changes in medical education accreditation processes.
• International educators must study pandemic-induced changes to understand broader educational dynamics.

Purpose of the Study:

• To evaluate the sociomaterial implications of revised accreditation formats implemented during the COVID-19 pandemic in Canada.
• To understand the impacts, strengths, and limitations of these format changes on the accreditation process.

Main Methods:

• Case study research involving interviews with key informants.
• Abductive analysis of transcripts using a sociomaterial lens to examine material and social changes.

Main Results:

• Revised accreditation formats unexpectedly altered power distribution and knowledge production within medical programs.
• Stakeholders experienced shifts in power dynamics among program members, visiting teams, and between site and visiting team members.
• Changes in material aspects of accreditation led to modifications in how knowledge was generated and perceived.

Conclusions:

• Effective knowledge acquisition about medical programs may rely on individualized tools and context-specific approaches.
• Conscious consideration of how material and social interactions influence knowledge and power in accreditation is crucial for educators and leaders.
• Understanding sociomateriality is vital for navigating and adapting educational systems during and after crises.