The discomfort of an educator’s critical conscience: the case of problem-based learning and other global industries in medical education
نویسندگان
چکیده
Halman, Baker and Ng’s article [1] on critical consciousness captured our attention as scholars interested in engaging in educational practices that are dynamic and stay responsive to local needs. We expound on ways in which it has made us think about our practice, specifically in the face of globalization in health professions education. We argue that our practice as health professions educators is inextricably linked to a global industry of health professions education, which comes with a potentially discomforting message.
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