Getting standardization right

Paradis, Elise; Freitas, Chanté De; Heisey, Ruth; Burrell, Karen; Fernandes, Lisa; McLeod, Jane D.; Whitehead, Cynthia

doi:10.46747/cfp.6705323

Cited by 2 publications

(4 citation statements)

References 14 publications

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“…At the same time, standardisation can be problematic within complex systems. 17 The accreditation of medical education (MD) programmes within Canada can be viewed as a process that aims to standardise various aspects of medical education. Yet medical education programmes are inherently complex, being distributed across a vast range of unique geographies, cultures, populations, climates and histories.…”

Section: Introductionmentioning

confidence: 99%

“…Within this context, there is some danger that attempts to standardise medical education may have unintended consequences, such as the stifling of innovation, adaptation and diversity. 17 As accreditation standards evolve, it is crucial that we consider their broader ramifications.…”

Section: Introductionmentioning

confidence: 99%

“…Within education, medicine and health care more broadly, standards, protocols and regulations are now ubiquitous. At the same time, standardisation can be problematic within complex systems 17 . The accreditation of medical education (MD) programmes within Canada can be viewed as a process that aims to standardise various aspects of medical education.…”

Section: Introductionmentioning

confidence: 99%

“…Yet medical education programmes are inherently complex, being distributed across a vast range of unique geographies, cultures, populations, climates and histories. Within this context, there is some danger that attempts to standardise medical education may have unintended consequences, such as the stifling of innovation, adaptation and diversity 17 . As accreditation standards evolve, it is crucial that we consider their broader ramifications.…”

Section: Introductionmentioning

confidence: 99%

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Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID‐19

et al. 2023

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IntroductionThe COVID‐19 pandemic had significant impacts on many aspects of health care and education, including the accreditation of medical education programmes. As a community of international educators, it is important that we study changes that resulted from the pandemic to help us understand educational processes more broadly. As COVID‐19 unfolded in Canada, a revised format of undergraduate medical accreditation was implemented, including a shift to virtual site visits, a two‐stage visit schedule, a focused approach to reviewing standards and the addition of a field secretary to the visit team. Our case study research aimed to evaluate the sociomaterial implications of these changes in format on the process of accreditation at two schools.MethodsWe interviewed key informants to understand the impacts, strengths and limitations of changes made to the accreditation format. We used an abductive approach to analyse transcripts and applied a sociomaterial lens in looking for interconnections between the material and social changes that were experienced within the accreditation system.ResultsStakeholders within the accreditation system did not anticipate that changes to the accreditation format would have significant impacts on how accreditation functioned or on its overall outcomes. However, key informants described how the revised format of accreditation reconstructed how power was distributed and how knowledge was produced. The revised format contributed to changes in who held power within each of the programmes, within each of the visiting teams and between site members and visiting team members. As power shifted across stakeholders in response to material changes to the accreditation format, key informants described changes in how knowledge was produced.ConclusionsOur findings suggest that the most powerful knowledge about any given programme might best be obtained through individualised tools, technologies and voices that are most meaningful to the unique context of each programme. Deliberate attention to how knowledge and power are influenced by the interactions between material and social processes within accreditation may help educators and leaders see the effects of change.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID‐19

et al. 2023

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Playing well with others: lessons from theatre for the health professions about collaboration, creativity and community

Gray,

Cartmill,

Whitehead

2024

Adv in Health Sci Educ

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Despite collaboration among different professions being recognized as fundamentally important to contemporary and future healthcare practice, the concept is woefully undertheorized. This has implications for how health professions educators might best introduce students to interprofessional collaboration and support their transition into interprofessional, collaborative workplaces. To address this, we engage in a conceptual analysis of published collaborative, interprofessional practices and conceptual understandings in theatre, as a highly collaborative art form and industry, to advance thinking in the health professions, specifically to inform interprofessional education. Our analysis advances a conceptualization of collaboration that takes place within a work culture of creativity and community, that includes four modes of collaboration, or the ways theatre practitioners collaborate, by: (1) paying attention to and traversing roles and hierarchies; (2) engaging in reciprocal listening and challenging of others; (3) developing trust and communication, and; (4) navigating uncertainty, risk and failure. We conclude by inviting those working in the health professions to consider what might be gleaned from our conceptualization, where the embodied and human-centred aspects of working together are attended to alongside structural and organizational aspects.

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Getting standardization right

Cited by 2 publications

References 14 publications

Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID‐19

Power/knowledge: A sociomaterial perspective on a new accreditation process during COVID‐19

Playing well with others: lessons from theatre for the health professions about collaboration, creativity and community

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