公平,多样性,包容性和反压迫专注的教师发展:卫生专业教育规划中的紧张关系
Qian Wu1,2,3, Abigail Fisher4, Betty Onyura5,6,7
1Centre for Faculty Development, Temerty Faculty of Medicine, University of Toronto at Unity Health Toronto, Toronto, Ontario, Canada.
Medical teacher
|November 19, 2025
概括
医疗专业的反压迫教育正在增长. 这项研究发现,虽然计划旨在改变文化和挑战不平等,但它们面临着平衡心理安全,制度压力和资源限制的紧张局势,以实现可持续变革.
科学领域:
- 健康 职业 教育 教育 专业
- 公平,多样性和包容 (EDI)
- 反压迫框架 反压迫框架
背景情况:
- 教师发展计划对于促进健康专业教育 (HPE) 中的公平,多样性,包容性和反压迫至关重要.
- 对反压迫教师发展计划的指导原则,发展决策和实施挑战的理解有限.
研究的目的:
- 检查北美五个以反压迫为重点的教师发展计划.
- 探讨这些计划是如何在机构优先事项,文化变化和教学实践之间的紧张关系中进行导航的.
- 揭示这些计划中的共同目标和经历过的紧张关系.
主要方法:
- 解释性的多个案例研究方法.
- 分析程序结构,参与者经验和上下文因素.
- 在2022年至2024年之间进行的研究.
主要成果:
- 共同的目标包括改变文化,挑战压迫性结构,鼓励开放的对话.
- 在平衡心理安全与生长不适,吸引抵抗性参与者,以及在面对机构压力时保持程序完整性方面,出现了紧张局势.
- 操作化反压迫涉及导航等级规范,确保安全,并维持在约束的学习.
结论:
- 在HPE中,反压迫教师的发展是复杂的,需要有意识地导航竞争的需求.
- 计划必须以共同的价值观为基础,并预见对可持续,有意义的变革的机构压力.
- 可行的策略可以支持教育工作者和开发人员促进变革性的变化.
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