المؤلفون: Abigail Konopasky (ORCID 0000-0002-3033-5552), Tasha R. Wyatt (ORCID 0000-0002-0071-5298), A. Emiko Blalock (ORCID 0000-0001-7309-7964)

المصدر: Advances in Health Sciences Education. 2024 29(2):425-441.

Peer Reviewed: Y

Page Count: 17

Descriptors: Medical Students, Females, Resistance (Psychology), Socialization, Personal Narratives, College Freshmen, Undergraduate Students

مستخلص: While women entering medical school are faced with a patriarchal system, they also enter into a community with other women and the potential for "resistance." The purpose of this study is to use the theory of temporal agency to explore how first-year medical students who identify as women draw upon past, future, and present agency to resist the patriarchal system of medicine. The data for this study were drawn from the first year (October 2020-April 2021) of a longitudinal project using narrative inquiry to understand the socialization of women students in undergraduate medical education. Fifteen participants performed two interviews and a series of written reflection prompts about their childhood and medical school experiences, each lasting approximately 45 min. Participants' resistance drew on past resources, recognizing themselves as Other, which contributed to categorically locating themselves as part of a broader resisting community, even outside their institution. They also hypothesized future possibilities as part of resistance, either an ideal future where they would exercise power, or an unchanged one and the hypothetical resolutions they would use to manage it. Finally, they contextualized past and future in the present, identifying problems to make strategic decisions and execute actions. Our creative interweaving of the constructs of temporal agency, communal agency, and resistance allows us to paint a nuanced picture of how these women conceive of themselves as part of a larger group of women amidst the hierarchical, patriarchal structures of medical school while, at times, internalizing these hierarchies.

Abstractor: As Provided

المؤلفون: Konopasky, Abigail^{Aff1, IDs10459023102636_cor1}, Wyatt, Tasha R., Blalock, A. Emiko

المصدر: Advances in Health Sciences Education: Theory and Practice. 29(2):425-441

المؤلفون: Jessica Bunin, Jonathan M. Scott, Ryan Landoll, Jessica T Servey, Abigail Konopasky

المصدر: Medical Education Online, Vol 28, Iss 1 (2023)

مصطلحات موضوعية: Diversity, equity, inclusion, justice (DEIJ), curriculum development, allyship, Special aspects of education, LC8-6691, Medicine (General), R5-920

الوصف: ABSTRACTUndergraduate medical learners from historically marginalized groups face significant barriers, which was made concrete at our institution when a student presented her research indicating that Black students felt unsure about which faculty members to approach. To better support our students, we used Kern’s model for curriculum development and a critical pedagogy approach to create a Faculty Allyship Curriculum (FAC). A total of 790 individuals attended 90 workshops across 16 months and 20 individuals have completed the FAC. A majority of participants reported they felt at least moderately confident in their ability to teach learners who are underrepresented in medicine, mentor learners who are different than they are, and teach allyship topics. An informal content analysis of open-ended responses indicated changes in awareness, attitude, insight, and use of language and being more likely to display advocacy. For others considering creating a similar program, partnering with an existing program allows for rapid implementation and reach to a wide audience. We also recommend: beginning with a coalition of willing learners to quickly build community and culture change; ensuring that the curriculum supports ongoing personal commitment and change for the learners; and supporting facilitators in modeling imperfection and upstanding, ‘calling in’ rather than ‘calling out’ learners.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1087-2981

URL الوصول: https://doaj.org/article/098f6069d57c445f97f6045e17616461

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المؤلفون: Sheridan, Kimberly M. (ORCID 0000-0002-1113-7788), Zhang, Xiaorong, Konopasky, Abigail W.

المصدر: Journal of the Learning Sciences. 2022 31(1):14-42.

Peer Reviewed: Y

Page Count: 29

Sponsoring Agency: National Endowment for the Arts (NEA)

Descriptors: Studio Art, Art Teachers, Artists, Personal Autonomy, High School Teachers, Creativity, Teaching Styles, Educational Strategies, Direct Instruction, Scaffolding (Teaching Technique), High School Students, Language Usage

مستخلص: Background: In studio art, students are expected to be highly agentive--to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students' artistic agency. Methods: Secondary qualitative analysis of video-recordings (49 hours) of four teachers' studio art classes in two arts-intensive high schools used observational frameworks on autonomy-support, theoretical constructs of spaces of authoring and temporal orientations to agency, and functional linguistic agency markers. Findings: Studio teaching is primarily autonomy-supportive, but teachers strategically shift their enacted and linguistic practices to directive approaches, such as commands and constraints, taking control over parts of the creative process to build students' artistic agency. Contribution: Our work on teachers co-constructing artistic agency with students adds nuance to accounts of how teachers support agency, particularly forms of direction on open-ended problems. Our theoretical lens of the temporal process of agency and methodological approach of attending to enacted and linguistic practices and to when teachers "shift" to and away from directiveness, could be used in other learning settings to examine how agency is co-constructed.

Abstractor: As Provided

المؤلفون: Konopasky, Abigail^{Aff4, Aff5}, Bunin, Jessica L.^Aff6, Varpio, Lara^{Aff4, Aff6}

المساهمون: Brown, Megan E. L., editor^Aff1, Veen, Mario, editor^Aff2, Finn, Gabrielle Maria, editor^Aff3

المصدر: Applied Philosophy for Health Professions Education : A Journey Towards Mutual Understanding. :157-171

المؤلفون: Artino, Anthony R., Jr.^Aff11, Simons, Richard J.^Aff11, Konopasky, Abigail^Aff12

المساهمون: Tekian, Ara, Editor-in-Chief^Aff1, Gijselaers, Wim H., Editorial Board Member^Aff2, Grohnert, Therese, Editorial Board Member^Aff3, Artino Jr., Anthony R., Editorial Board Member^Aff4, Park, Yoon Soo, Editorial Board Member^Aff5, Norcini, John, Editorial Board Member^Aff6, Young, Meredith, Editorial Board Member^Aff7, Huggett, Kathryn N., editor^Aff8, Quesnelle, Kelly M., editor^Aff9, Jeffries, William B., editor^Aff10

المصدر: An Introduction to Medical Teaching : The Foundations of Curriculum Design, Delivery, and Assessment. 20:25-43

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