AI Article Synopsis

  • This study investigates how the fields of medicine, nursing, and teacher education address emotions in relation to equity-focused teaching strategies.
  • A meta-narrative approach was used to analyze 58 articles, highlighting the significance of emotions in equity-related learning across these professions.
  • While all three fields recognize the importance of emotions, medicine and nursing emphasize developing skills for emotional understanding, whereas teacher education places greater importance on building community and empathy.

Article Abstract

Introduction: Discussions about equity in professional education can evoke a range of complex emotions. Approaches to emotionally challenging pedagogies may vary across professions. Comparative explorations of these approaches may yield fresh insights that could enhance our teaching and learning strategies within health professions education. Therefore, the authors sought to explore how the professional contexts of medicine, nursing and teacher education approach the role of emotions in equity-related pedagogy.

Methods: A meta-narrative approach was utilised to synthesise existing research on the relationship between emotions and equity-related pedagogy in three different professions. Six databases were searched using key terms yielding 3102 titles. After screening, 58 articles were selected for extraction. Through coding and analysis, the authors sought to gain a deeper understanding of why emotions are relevant to equity-related pedagogy in each profession, and how each profession grapples with emotional dissonance.

Results: There were both contrasting and complimentary meta-narratives about emotions and equity-related learning in medicine, nursing and teacher education. All three professions viewed emotions as relevant and essential for equity-related learning. Medicine and nursing sought to make emotions accessible and explicit, while foregrounding the need for learners to build skills to understand and address emotions such as critical reflection and dialogue. Meta-narratives in teacher education were similar to medicine and nursing; however, teacher education further emphasised the role of emotions in fostering community, trust and empathy.

Discussion: Existing meta-narratives regarding emotions and equity-related pedagogy in health professions suggest that medicine and nursing have acknowledged the intrinsic role that emotions play in equity-related learning yet lag behind teacher education in considering the role of emotions as a socio-cultural connector and mediator.

Download full-text PDF

Source
http://dx.doi.org/10.1111/medu.15603DOI Listing

Publication Analysis

Top Keywords

emotions equity-related
20
medicine nursing
20
teacher education
20
equity-related pedagogy
16
role emotions
16
emotions
13
nursing teacher
12
equity-related learning
12
equity-related
8
health professions
8

Similar Publications

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!