Tackling Some Wicked Problems in Medical Education

The potential of narrative analysis for HPE research: Highlighting five analytic lenses

“…Contemporary health professions education (HPE) researchers are faced with a number of wicked problems 1 : interprofessional collaboration, experiences of shame in medical learning and how racism affects minoritised physicians and trainees, to note a few. [2][3][4][5][6][7][8][9][10][11][12] Part of what makes these problems wicked is their social nature; the particular experiences, beliefs and choices of individuals involved in these challenges mean that they defy definitive formulation or explanation since the multiple people involved all bring their own subjective interpretations. Given these social roots, qualitative research methods can be helpful in understanding HPE's wicked problems and constructing some partial, context-bound solutions.…”

“Make the Implicit Explicit”: Measuring Perceptions of Gender Bias and Creating a Gender Bias Curriculum for Internal Medicine Residents

“…This may reflect growing efforts to incorporate unconscious bias education into medical school and residency. 12 Few curricula have been developed to address unconscious bias in graduate medical education, though our work attempts to begin filling this gap. The gender bias curriculum described here remains in place for this residency program and has since been expanded to include an interactive workshop designed to improve residents’ comfort with responding to microaggressions in the workplace.…”

Building residents’ competence to support diverse, equitable, and inclusive environments in emergency medicine must start with the milestones

“…These challenges reflect some of the previously identified barriers to the implementation of curricula that address bias, social determinants of health, and structural inequality: hidden curricula that contradict DEI curricula, inadequate resources and time devoted to instruction, and learner resistance to the material. 14,15 The milestones play an important role in holding individuals, programs, and institutions accountable for achieving curricular goals. Programs and institutions are more likely to invest the significant resources required to address barriers to DEI curricula and competency when doing so is required by the milestones rather than seen as an optional expenditure of limited resources.…”