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Using Group Concept Mapping to Explore Medical Education's Blind Spots.
Sean Tackett1, Yvonne Steinert2, Susan Mirabal1
1Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland, USA.
Medical education has blind spots in admissions, teaching, and patient care. Identifying these areas is crucial for improving physician training and meeting patient health needs.
Area of Science:
- Medical Education Research
- Health Professions Education
- Systems Science
Background:
- Blind spots in any group can lead to errors, biases, and limited innovation.
- Understanding these blind spots in medical education is essential for progress.
Purpose of the Study:
- To identify and characterize blind spots within the U.S. medical education system.
- To inform interventions for aligning medical education with patient health needs.
Main Methods:
- Group concept mapping (GCM) was employed, involving brainstorming, sorting, and concept mapping.
- Diverse stakeholders from medical and broader health systems participated.
- A subset of medical education stakeholders sorted identified blind spots.
Main Results:
- 27 stakeholders identified 298 blind spots, reduced to 208 for analysis.
- The final concept map revealed 9 domains and 72 subdomains of blind spots.
- Key areas included admissions, teaching, assessment, inequities, professional growth, patient perspectives, teamwork, health systems, and policy.
Conclusions:
- Diverse stakeholder input is vital for uncovering critical issues in medical education.
- The developed concept map can guide resource allocation and interventions.
- Addressing these blind spots can improve medical education and patient care alignment.
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