问题化残疾医学生:一个关键的政策分析
Duncan Shrewsbury1, Lise Mogensen2, Wendy Hu2
1Institute of Health and Society.
MedEdPublish (2016)
|December 13, 2023
概括
医学教育政策无意中通过将残疾视为风险来限制残疾学生. 批判性地分析政策揭示了这些结构如何阻碍包容性和多元化的医疗劳动力的价值.
科学领域:
- 医学教育 医学教育
- 关于残疾人的研究.
- 健康 公平 卫生 公平
背景情况:
- 确保医疗行业的多样性是全球公平问题的关注点,但残疾学生仍然不充分代表.
- 扩大参与率的倡议旨在增加大学入学机会,但医学教育政策可能无意中为残疾学习者创造障碍.
- 管理医学院的政策影响了残疾学生的纳入,将他们定位为未来的医生,同时可能会产生意想不到的后果.
研究的目的:
- 批判性地分析本科医学教育中关于医学学生中残疾的代表性和问题化的关键政策.
- 检查残疾如何在这些政策中构建的教育影响.
- 确定政策规范和假设如何阻碍残疾学生的融入.
主要方法:
- 分析关于医学院认证和教育标准的一般医学会 (英国) 和澳大利亚医学会 (澳大利亚) 的关键政策.
- 应用卡罗尔·巴奇的'问题代表是什么?'的应用 解释性分析的六个关键问题方法.
- 专注于在这些监管文件中如何将残疾问题化.
主要成果:
- 医学中出现了一种独特的残疾结构,其特点是包含,能力和风险的主题.
- 残疾被视为个人风险和潜在的教育负担,需要机构进行调整以满足法律要求.
- 风险被概念化为个体属性而不是交互结果,导致限制残疾学习者的访问的前提.
结论:
- 医学教育政策可能无意中限制了残疾学生的包容性,忽视了多元化的医疗劳动力的价值.
- 卡罗尔·巴基 (Carol Bacchi) 的六个关键问题为揭露阻碍教育政策和实践变革的假设提供了一种实用方法.
- 提高对这些隐藏的假设及其对学习者的影响的认识,可以帮助改善负面后果,促进医学教育的进步.
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