📚 Reading

Gulasaryan, A., Aitken, G., Fawns, T., Jones, D., Napier, J. and Walker, K., 2021. How can inhabited institutionalism inform the analysis of medical education?. Medical Education, 55(12), pp.1363-1368. https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14587 (Links to an external site.)

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Abstract: Medical schools are complex organisations existing at the intersection of higher education and healthcare services. This complexity is compounded by many competing pressures and drivers from professional and regulatory bodies, the wider political environment and public expectations, producing a range of challenges for those involved in all stages of medical education. There are established approaches that have been used to address research questions related to these challenges; some focus on organisational structures, characteristics and performance; others on the interactions that take place in a particular setting. Less common are approaches that integrate data on macro-level structures with the micro-level interactions of the people who inhabit those structures. Looking at the interaction of the macro and the micro opens up possibilities for the new insights.

Authors on Twitter: @AGulasaryan (Links to an external site.) @GillAitken2 (Links to an external site.) @Dr_Derek_Jones (Links to an external site.) @timbocop (Links to an external site.) @EdClinEd (Links to an external site.) @jjnapierxo