What knowledge matters in health professions education?
Teaching in Higher Education
; 27(8):1068-1083, 2022.
Article
in English
| APA PsycInfo | ID: covidwho-2264254
ABSTRACT
What knowledge matters in health professions education is an issue of debate in the literature, foregrounded by the COVID-19 pandemic and informed by calls for students who are not only clinically competent, but also critically conscious of global health inequity. Building on this work, this paper explores what kinds of knowledge are legitimated in two health science programmes at a South African university. Thirty-four health professions teachers participated in the study. Legitimation Code Theory (LCT) Specialisation was used as an analytical framework, with Epistemic and Social Relations as coding categories. Results revealed the dominance of a knowledge code, with the social dispositions and attributes relating to the development of critical consciousness often not considered knowledge at all. Our contention is that both knowledge and social dispositions are equally important in the development of future healthcare professionals and that collaborative curriculum conversations are needed to enable them being interwoven throughout curricula. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Knowledge; curriculum; critical consciousness; legitimation code theory; health professions education, *Critical Thinking, *Curriculum, *Education, *Health Education, *Health Knowledge, College Students, Personality Development, Theories of Education, Curriculum & Programs & Teaching Methods [3530], Human Male Female Adulthood (18 yrs & older), South Africa
Full text:
Available
Collection:
Databases of international organizations
Database:
APA PsycInfo
Language:
English
Journal:
Teaching in Higher Education
Year:
2022
Document Type:
Article
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