Advances in Health Sciences Education

, Volume 22, Issue 1, pp 1–3 | Cite as

Faith-based medical education

  • Cynthia R. Whitehead
  • Ayelet Kuper

In Medical Education, as in any field with diverse players, different positions and roles afford greater or lesser ability to speak out about issues and assumptions. Rarely, however, do we explicitly articulate power dynamics that affect people’s ability to openly question institutionally-sanctioned educational practices. One reason for this may be that educational structures and contexts in different parts of the world vary considerably, so power dynamics may vary accordingly. However, if Canadian power dynamics differ from those in, say, the Netherlands or Singapore, attending to these dynamics in specific local contexts is imperative so that, as a field, we understand who is empowered to speak out in what places and at what times about particular educational concerns.

This issue came to our attention more than a year ago, while preparing to teach a survey course in health professions education. We invited several of our PhD-trained colleagues whose work spans the breadth of our...


Medical Education Health Profession Education Medical Education Research Health Profession Student Educational Administrator 
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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Wilson Centre for Research in EducationTorontoCanada
  2. 2.Women’s College HospitalTorontoCanada
  3. 3.Department of Family and Community MedicineFaculty of Medicine, University of TorontoTorontoCanada
  4. 4.BMO Financial Group Chair in Health Professions Education ResearchUniversity Health NetworkTorontoCanada
  5. 5.Division of General Internal MedicineSunnybrook Health Sciences CentreTorontoCanada
  6. 6.Department of MedicineFaculty of Medicine, University of TorontoTorontoCanada

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