Critical pedagogy as a means to achieving social accountability in medical education
Bibliographic record
Abstract
Varied social, economic, environmental, and geographic factors lead to often avoidable differences in health between various groups and populations. The reform of health care systems is key to reducing such ‘health inequity’ including the fair provision of timely high-quality healthcare to all members of society. The education of health providers themselves has a crucial role to play in the transformative change required to achieve this but, in the case of physicians, has been ineffective in doing so. An ideological movement is emerging, however, in medical education, that of social accountability which requires that medical schools further the enhancement of the health of the entire society it is part of rather than being interested in furthering the narrow aims of the medical establishment. The question is how to go about altering medical curricula in furtherance of social accountability. In this paper I argue that critical pedagogy provides an established framework for doing so which can be used to guide those interested in making medical education a force for social justice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.038 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".