• The forest and the trees: Theo...

*Result*: The forest and the trees: Theorizing a Culturally Sustaining Pedagogy for medical education.

Title:
The forest and the trees: Theorizing a Culturally Sustaining Pedagogy for medical education.
Authors:
Kakara Anderson HL; Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Maastricht University, School of Health Professions Education, United States; The Children's Hospital of Philadelphia Education Collaboratory, United States. Electronic address: andersonhl@chop.edu., Bullock JL; Department of Medicine, Division of Nephrology, University of Washington School of Medicine, Maastricht University, School of Health Professions Education, United States.
Source:
Social science & medicine (1982) [Soc Sci Med] 2025 Oct; Vol. 382, pp. 118171. Date of Electronic Publication: 2025 Aug 18.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Pergamon Country of Publication: England NLM ID: 8303205 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5347 (Electronic) Linking ISSN: 02779536 NLM ISO Abbreviation: Soc Sci Med Subsets: MEDLINE
Imprint Name(s):
Original Publication: Oxford ; New York : Pergamon, c1982-
MeSH Terms:
Education, Medical*/methods , Cultural Competency* , Teaching*, Humans ; Leadership
Entry Date(s):
Date Created: 20250911 Date Completed: 20250915 Latest Revision: 20250915
Update Code:
20260130
DOI:
10.1016/j.socscimed.2025.118171
PMID:
40935493
Database:
MEDLINE

*Further Information*

*The explicit purpose of medical education is frequently defined as to educate and train physicians who can serve as leaders in providing high-quality, equitable health care for society. Hidden in this explicit purpose is an implicit premise of extraction: those who become physicians are valuable assets who must be separated from society and assimilated into their roles as leaders. Applying Culturally Sustaining Pedagogies as a lens, the authors use Story Cycle methodology to weave personal and literature-based narratives that illuminate, interrogate, and challenge extraction. Finally, they imagine alternative, non-extractive, possibilities for medical education. In doing so, the authors articulate Culturally Sustaining Pedagogy for medical education.
(Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.)*

*Declaration of competing interest Ms. Kakara Anderson receives funding from the Josiah Macy Jr. Foundation and the Education Endowment at The Children's Hospital of Philadelphia. Dr. Bullock receives funding from University of Washington Nephrology T32 (5T32DK007467-40) and the Mount Baker Foundation. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.*